ASCD California

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  • 10/31/2019 10:16 AM | Cheryl Casagrande (Administrator)

    During a decade of stagnation, California slowly narrows gaps with other states in math and reading

    TESTING AND ACCOUNTABILITY

    OCTOBER 30, 2019
    JOHN FENSTERWALDANDDANIEL J. WILLIS
    4 COMMENTS

    CREDIT: NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

    The article was updated on Oct. 30 with additional comments and information, including the Urban Institute's state comparisons based on demographic differences.

    In 2017, California education leaders heralded the significant increase in the state’s 8th-grade reading scores on the National Assessment of Educational Progress as a sign that the state’s investment in education and its adoption of the Common Core standards had taken hold.

    FOR NAEP RESULTS

    To find the 2019 NAEP national scores in 4th and 8th grade reading go here  and go here for California and other states. To find the national 4th and 8th grade math scores, go here and go here for California and other states. For the scores of the TUDA districts, go here.

    NAEP’s governing board will discuss the 2019 results at an event in Washington, D.C., that will be webcast live on Oct. 30 from 10:30 am to 12:30 pm PT. To learn more about the event and register, go here

    Curb that enthusiasm. In 2019, California’s 8th-graders gave back the gain, as did much of the nation, underscoring that progress on state and national standardized tests is best measured over a decade, not in single years.

    The latest scores of NAEP, the closely watched national assessment taken by a sample of 4th- and 8th-graders in every state, showed that California largely followed the national pattern this year with little to no change in math but a significant decline in 8th-grade reading on a scale of 500 points.

    In math, both California’s and the nation’s 8th-grade scores fell less than 1 point. The nation’s 4th-grade math score rose 1 point and California’s rose 3 points — though it was not considered statistically significant because of the sample size.

    The biggest change was in reading and the news was not good. Joining 30 states whose 8th-grade reading scores also fell, California’s decline of 3 points, the same as the nation, about matched its point gain in 2017.

    In 4th-grade reading, the national score fell 2 points, which was considered significant, while California’s 1 point rise was not. Only one state, low-scoring Mississippi, saw a gain in 4th-grade reading.

    Los Angeles Unified, one of three California districts whose results are reported, had big single-year drops of 6 points in both 8th-grade math and reading. It was the largest decline of the 27 urban districts participating in the Trial Urban District Assessment project.

    Taking a longer view, the national results show from 2009 to 2019 there was no improvement in math scores. Stagnant results in reading go back at least two decades for national results in both 4th and 8th grades.

    For entire article please click link


  • 10/15/2019 12:50 PM | Cheryl Casagrande (Administrator)

    California mandates later start times for middle and high school students

    Key groups oppose Gov. Newsom's signing of the bill delaying start times for adolescents and teens

    STUDENT WELLBEING

    OCTOBER 13, 2019
    JOHN FENSTERWALD
    6 COMMENTS

    CREDIT: CHEZ_SUGI, CREATIVE COMMONS

    Gov. Gavin Newsom signed legislation Sunday that will mandate a later morning start for most middle and high schools, choosing to side with pediatricians and the PTA rather than the state’s leading teachers union and groups representing school boards and superintendents.

    The bill’s author said California will now become the first state to require later start times in response to medical research that shows most teens are sleep deprived as a result of changes to their biological clocks that prevent them from going to sleep early.

    Senator Anthony Portantino, D-San Fernando, was effusive in praising Newsom for signing a bill that former Gov. Jerry Brown vetoed a year ago. Brown said start times should remain a local decision.

     “Today, Governor Newsom displayed a heartwarming and discerning understanding of the importance of objective research and exercised strong leadership as he put our children’s health and welfare ahead of institutional bureaucracy resistant to change,” Portantino said in a statement. “Generations of children will come to appreciate this historic day and our Governor for taking bold action.”

    Expressing disappointment, the California School Boards Association said the mandate “fails to respect parental decisions or consider the needs of local communities.” The research on later start times is inconclusive but the impact on families can be predicted, said spokesman Troy Flint. The bill “will disproportionately affect low-income families and prevent many students from working after school or from caring for their siblings,” he said, adding it could increase the need for childcare for “already cash-strapped families.”


  • 09/26/2019 8:20 PM | Cheryl Casagrande (Administrator)
    SEPTEMBER 24, 2019
    YUXUAN XIEDANIEL J. WILLIS, AND JOHN FENSTERWALD

    California school districts need to significantly increase their education spending to ensure that students have adequate resources and support to provide the state’s content standards and meet its academic goals. Based on 2016-17 numbers, funding schools adequately to meet these goals would have required a 38 percent increase in spending, or $25.6 billion. That would mean an average increase of $4,686 per student in that year, although the amount would vary by school district. 

    That’s the conclusion of a study conducted by the American Institutes for Research for Getting Down to Facts, a project that was published in 2018 by Stanford University and Policy Analysis for California Education (PACE).

    For more on how the study was done, go to “What Does It Cost to Educate California’s Students? A Professional Judgment Approach.”

    To come up with a definition for adequate funding, the researchers from the American Institutes for Research asked two panels of expert K-12 educators to determine the staffing, programs and other resources students would need to meet the academic and content standards set by the State Board of Education.

    For the full article please click this link


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