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A study including a survey of California principals and interviews with principals, former principals, and superintendents finds that California’s education leaders experience only some elements of high-quality preparation and professional development, and often miss out on the most valuable elements of quality learning experiences. Moreover, their participation in professional learning opportunities that support them in leading schools that develop students’ deeper learning and social and emotional competencies is inconsistent. They do, however, want more of it.

Teacher shortages have been worsening in California since 2015. In response, the state has invested nearly $200 million in programs aimed at recruiting and retaining high-quality teachers, but those programs will take time to yield the desired results. California needs to make additional investments to rapidly build the supply of qualified teachers where they are most needed and create incentives for experienced, effective teachers to re-enter and remain in the classroom.

Suspensions from school can disrupt student learning and inhibit students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address suspension rates and other non-academic indicators that affect student success. This brief describes how states can use data on suspensions, what some states are doing, and policies to reduce suspension rates. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Extended-year graduation rates track students that graduate high school in 5 or 6 years. The Every Student Succeeds Act (ESSA) provides opportunities for states to address this and other non-academic indicators that affect student success. This brief describes how states can use extended-year graduation rates to incentivize schools to continue working with struggling students to help them graduate. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

College- and career-readiness is an important factor of student success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on college- and career-readiness to measure and expand access to curricula that prepare students for the modern economy. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Chronic absenteeism disrupts student learning and impedes students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on chronic absenteeism and what some states are doing, and suggests policies to reduce it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

A positive school climate supports student learning and success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on school climate and what some states are doing, and suggests policies to improve it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

The School Development Program (SDP) established by child psychiatrist James P. Comer and the Yale Child Study Center, is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With the Whole Child in Mind describes SDP’s six developmental pathways and explains how the program's nine key components create a comprehensive approach to educating children for successful outcomes.