اینترنت

برچسب: step

  • Cal Poly Humboldt President Tom Jackson Jr. to step down

    Cal Poly Humboldt President Tom Jackson Jr. to step down


    Cal Poly Humboldt President Tom Jackson, Jr.

    Resigning Cal Poly Humboldt President Tom Jackson Jr.

    California State Polytechnic University, Humboldt

    Cal Poly Humboldt President Tom Jackson Jr. will step down on Aug. 11 following a spring semester that saw calls for his resignation after the university responded to pro-Palestinian demonstrations on campus by sending in police.

    The Northern California campus was among many this spring that experienced student-led protests calling for an end to Israel’s military operations in Gaza. Jackson faced criticism for the decision to use police to quash campus protests and to close the campus for the final weeks of the spring semester.

    The incidents of the spring overshadow the end of Jackson’s five years at the university, a period of transformation in which Humboldt was transformed into the state’s third polytechnic institution. During Jackson’s tenure, the university upgraded laboratory space, expanded broadband, renovated buildings and launched new majors focused on science, technology, engineering and math (STEM), buoyed by a $458 million investment from the state.

    The polytechnic overhaul has been credited with boosting new student applications and turning around the university’s financial prospects at a time when many campuses have experienced declining student headcounts.

    In a written statement, Jackson called the university “an amazing place with special people” and urged colleagues to remember that their work “makes a positive difference for our students.”

    A Cal Poly Humboldt news release said Jackson “has been consulting with the CSU Chancellor’s Office to ensure an orderly transition since early spring semester.”

    The spring marked a pivot point in Jackson’s presidency. In April, hundreds of students occupied the university’s Siemens Hall, joining a wave of campus protests calling on universities to sever financial ties with Israel.

    The San Francisco Chronicle reported that protesters used “furniture, tents, chains and zip ties” to block the entrances to the buildings.

    The university responded by calling in law enforcement to remove protesters from the hall. The Appeal reported in June that police arrested 32 people. 

    The police response prompted Cal Poly Humboldt’s university senate to pass a vote of no confidence in Jackson, arguing that he and chief of staff Mark Johnson mishandled the protests by summoning “armed, non-university police officers.” The resolution said that action “created unnecessary escalation resulting in physical assault on students and faculty and injury of law enforcement personnel.”

    The university ultimately closed campus on April 26, citing protesters’ attempts “to break into multiple locked buildings with the intention of either locking themselves in, vandalizing or stealing equipment.”

    The university continued classes remotely through May 10, the end of the spring semester.

    The backlash to the university’s response to the protests continued. Subsequent university senate resolutions called on the Humboldt County district attorney, Stacey J. Eads, to drop charges against students and faculty and asked the university to drop the interim suspensions of 69 students. The senate also sought an investigation into the events and decision-making that followed the April 22 protest.

    A group of 320 faculty and staff ultimately signed a letter calling for both Jackson and chief of staff Johnson to be removed from their positions.

    Becoming president

    Jackson was appointed to the university presidency in May 2019, becoming not only the first Black president in Humboldt’s history, but also its first Filipino and Native American president, according to Cal State. Jackson previously served as president of Black Hills State University in South Dakota and vice president for student affairs at the University of Louisville and Texas A&M University-Kingsville.

    At the time of his appointment in 2019, undergraduate enrollment was falling steeply. Undergraduate enrollment peaked at 8,242 students in 2015 but had dwindled to 6,443 by fall 2019. With the Covid-19 pandemic, it hit a low of 5,199 in 2021.

    Declining enrollment threatened to have serious consequences for the university’s financial future. Under a multiyear agreement with Gov. Gavin Newsom and the Legislature, campuses in the Cal State system are on the hook to increase enrollment in order to receive increases in state funding.

    A polytechnic future

    Becoming a polytechnic campus appeared to improve Humboldt’s outlook. Newsom set aside nearly $500 million to turn Humboldt into a STEM-focused campus with new majors like mechanical engineering, marine biology and fire science management. The university is about to start construction on a new engineering building, according to a news release.

    The name change from Humboldt State to Cal Poly Humboldt became official in January 2022. The rebranded university enjoyed a record-setting application season for fall 2023, fielding almost twice as many applications as the previous year.

    The transition was not without its growing pains.

    In early 2023, the university announced that many sophomores, juniors and seniors would be housed in hotels and other off-campus options rather than on-campus residence halls to make way for new students. Hundreds of students protested the change. An online petition demanding “fair student housing” got more than 5,000 signatures.

    New housing projects will help to meet the demand. EdSource reported in 2023 that a new 950-bed housing complex, the Craftsman Mall, was expected to open in 2025 and that a second, 650-bed project would open in 2026. Ultimately, campus leaders want to add about 4,000 more beds.

    In fall 2023, the university’s undergraduate enrollment ticked up 2.2% to 5,419 students.

    The news release announcing Jackson’s plans to step down promoted the university’s financial turnaround, saying Humboldt has balanced budgets after carrying a $25 million deficit. The university is also bringing in more than $67 million annually in research grants and contracts, according to the release, and attracted more than $50 million from a fundraising campaign. Budget data from the Chancellor’s Office shows the university’s revenues exceeded its expenses by $117 million as of 2022-23. It also touted the university’s work with the region’s Tribal Nations, cooperation with the two-year College of the Redwoods, expanded international programs and a bachelor’s degree program at Pelican Bay State Prison.

    Looking ahead

    Jackson will “retreat” to a tenured professorship at the College of Professional Studies and the College of Extended Education & Global Engagement.

    “We do the very best we can every day, trusting the faculty, staff and students to do the same,” Jackson said in the statement.

    Cal State Chancellor Mildred García praised Jackson’s leadership in establishing Humboldt as a polytechnic institution, saying in a statement that the transition “inspired significant state funding to expand academic offerings, facilities and campus services, and enrollment growth.” She also thanked him for “his lifelong dedication to student success and educational equity.”

    An interim president will be appointed shortly, according to the news release, followed by a national search for a replacement within the next year.





    Source link

  • University of California President Drake to step down

    University of California President Drake to step down


    UC President Michael Drake listens to public speakers at the March 20, 2024 UC Regents meeting at the UCLA campus.

    Credit: Julie Leopo / EdSource

    This story was changed to correct that new students were recently admitted for fall 2024, not 2025.

    University of California President Michael V. Drake will step down at the end of the upcoming academic year, closing out a five-year tenure in which he navigated the 10-campus system through the Covid-19 pandemic, enrollment growth, labor strife and campus protests.

    Drake, 74, announced his plan in a letter Wednesday to the UC community. 

    “I am immensely proud of what our students, faculty, and staff have accomplished these past several years. You have weathered a global pandemic and historic natural disasters, dealt with international conflict and domestic political uncertainty, navigated the stresses and opportunities of daily life, all while making our University stronger, more resilient, more impactful, and more inclusive than ever before,” he said. 

    Drake, who was UC’s first Black president, took over as president in August 2020 after previously serving as the president of Ohio State University. He also previously was the chancellor of UC Irvine and UC’s systemwide vice president of health affairs.

    Drake became UC’s president as campuses were preparing to enter their first full academic year during the Covid-19 pandemic. He helped guide the system through remote instruction and welcoming students back to campuses.

    Gov. Gavin Newsom on Wednesday praised Drake’s handling of the pandemic, saying in a statement that he “took the reins of the University of California during the height of the pandemic and has led with grace and vision in the years since.”

    Newsom worked directly with Drake to develop a five-year compact that Newsom’s office and UC agreed to in 2022. As part of the compact, Newsom pledged annual funding increases of 5% for UC in exchange for the system working toward a number of goals, including improving graduation rates and increasing enrollment of California residents.

    Getting more Californians enrolled has also been a priority of state lawmakers, who have frequently called on UC to do so. And recently, UC has started to make progress in that area. In fall 2023, the system’s freshman class had 42,058 Californians — 2,094 more than the previous fall, the largest year-over-year increase during Drake’s tenure.

    Further enrollment growth of California residents could be coming this fall. UC announced Wednesday that it admitted 93,290 California first-year students for fall 2024, a record number and a 4.3% increase from last year.

    Drake’s tenure leading UC, however, hasn’t been without challenges. 

    In 2022, 48,000 UC academic workers walked off the job in what was the largest-ever strike of higher education employees. UC eventually reached an agreement with the workers that increased their pay and gave them improved benefits.

    The union, however, authorized another strike this past spring amid pro-Palestinian protests, arguing that UC had violated workers’ rights by retaliating against them for participating in those protests. Workers ultimately went on strike at six campuses, though a judge later ordered them to halt their strike.

    The pro-Palestinian protests and encampments consumed several of UC’s campuses this past spring, with several UC chancellors calling in police to arrest students and disband encampments. Protesters demanded that UC divest from companies linked to Israel, but Drake’s office said in April that it “has consistently opposed calls for boycott against and divestment from Israel.” It’s not clear to what degree protests will resume when the fall term begins. 

    As he enters his final year on the job, Drake plans to “continue the work that we have focused on during my tenure,” he said in his letter to the UC community.

    “That includes expanding student support and creating paths to a debt-free UC education, ensuring that more California students can reap the benefits of a UC degree, building on the University’s academic and research excellence, and working to promote a safe and respectful community that fosters a free exchange of ideas,” he added.

    Janet Reilly, the chair of UC’s board of regents, plans to soon appoint a committee to begin a national search for the system’s next president.





    Source link

  • State takes another step toward mandatory testing for reading difficulties in 2025

    State takes another step toward mandatory testing for reading difficulties in 2025


    Students at Theodore Roosevelt Elementary School in the Burbank Unified School District practice their reading skills.

    Credit: Jordan Strauss/AP Images

    A panel of reading experts has designated the tests that school districts can use to identify reading difficulties that kindergartners through second graders may have, starting next fall.

    Gov. Gavin Newsom’s announcement Tuesday of the selection of the reading risk screeners marks a milestone in the nearly decadelong campaign to mandate that all young students be measured for potential reading challenges, including dyslexia. California will become one of the last states to require universal literacy screening when it takes effect in 2025-26.

    To learn more

    For Frequently Asked Questions about the screening instruments for risk of reading difficulties, go here.

    For more about the screeners selected for district use, go here.

    For the letter on screening sent to district, county office and charter school superintendents, go here.

    For more on the Reading Difficulties Risk Screener Selection Panel, go here.

    Between now and then, districts will select which of four approved reading screeners they will use, and all staff members designated as the testers will undergo state-led training. The Legislature funded $25 million for that effort.

    “I know from my own challenges with dyslexia that when we help children read, we help them succeed,” Gov. Gavin Newsom said in a statement.

    Students will be tested annually in kindergarten through second grade. In authorizing the screeners, the Legislature and Newsom emphasized that screening will not serve as a diagnosis for reading disabilities, including dyslexia, which is estimated to affect 5% to 15% of readers. Instead, the results could lead to further evaluation and will be used for classroom supports and interventions for individual students. Parents will also receive the findings of the screenings.

    “This is a significant step toward early identification and intervention for students showing early signs of difficulty learning to read. We believe that with strong implementation, educators will be better equipped to support all learners, fostering a more inclusive environment where every child has the opportunity to thrive,” said Megan Potente, co-director of Decoding Dyslexia CA, which led the effort for universal screening. 

    A reading-difficulty screener could consist of a series of questions and simple word-reading exercises to measure students’ strengths and needs in phonemic awareness skills, decoding abilities, vocabulary and reading comprehension.  A student may be asked, for example, “What does the ‘sh’ sound like in ‘ship’”?

    Among the four designated screeners chosen is Multitudes, a $28 million, state-funded effort that Newsom championed and the University of California San Francisco Dyslexia Center developed. The 10 to 13-minute initial assessment will serve K–2 grades and be offered in English and Spanish.

    The other three are:

    Young-Suk Kim, an associate dean at UC Irvine’s School of Education, and Yesenia Guerrero, a special education teacher at Lennox School District, led the nine-member Reading Difficulties Risk Screener Selection Panel that held hearings and approved the screeners. The State Board of Education appointed the members.

    The move to establish universal screening dragged out for a decade. The California Teachers Association and advocates for English learners were initially opposed, expressing fear that students who don’t speak English would be over-identified as having a disability and qualifying for special education.

    In 2015, then-Gov. Jerry Brown signed legislation requiring schools to assess students for dyslexia, but students weren’t required to take the evaluation.   

    In 2021, advocates for universal screening were optimistic legislation would pass, but the chair of the Assembly Education Committee, Patrick O’Donnell, refused to give it a hearing.

    “Learning to read is a little like learning to ride a bike. With practice, typical readers gradually learn to read words automatically,” CTA wrote in a letter to O’Donnell.

    Sen. Anthony Portantino, D-Glendale, reintroduced his bill the following year, but instead Newsom included funding and requirements for universal screening in his 2023-24 state budget.

    The Newsom administration and advocates for universal screening reached out to advocates for English learners to incorporate their concerns in the requirements for approving screeners and to include English learner authorities on the selection panel.

    Martha Hernandez, executive director of Californians Together, an organization that advocates for English learners statewide, said Wednesday it was clear that the panel considered the needs of English learners and she is pleased that the majority of the screeners are available in Spanish and English. 

    “Their commitment to addressing the unique needs of English learners was evident throughout the process,” Hernandez said.

    However, she said it is important for the state to provide clear guidance to districts about what level of English proficiency is required in order for students to get accurate results from a screener in English.

    “The vast majority of English learners will be screened only in English, and without evidence that these screeners are valid and reliable across different English proficiency levels, there is a risk of misidentification,” Hernandez said.

    Hernandez said Californians Together emphasized to the panel that it is important for students who are not yet fluent in English to be assessed for reading in both their native language and English, “to capture the full scope of their skills.” In addition, Hernandez said it is crucial for the state Department of Education to offer guidance to districts on selecting or developing a screener in languages other than English or Spanish.

    The article was corrected on Dec. 18 to note that the initial Multitudes assessment takes 10 to 13 minutes, not 20 minutes, depending on the grade; a followup assessment can take an additional 10 minutes.





    Source link

  • ‘A step backwards’: How federal threats to DEI are impacting California schools 

    ‘A step backwards’: How federal threats to DEI are impacting California schools 


    Credit: Carlos Kosienski/Sipa via AP Images

    Tough decisions lie ahead for schools across California as the federal government cracks down on diversity, equity and inclusion efforts.  

    The latest measure came in the form of a letter issued Friday by the U.S. Department of Education, giving K-12 schools across the country two options: to eliminate programs focused on diversity, equity and inclusion (DEI) within two weeks, or face unspecified cuts in federal funding.  

    “I fully anticipate that it will have a chilling effect on school districts, but also colleges and universities,” said Royel Johnson, who leads the University of Southern California Race and Equity Center’s National Assessment of Collegiate Campus Climates. 

    The Department of Education’s letter isn’t law — nor is it legal, Johnson said. 

    However, many advocates and community members say they are concerned that more and more districts will gut their diversity, equity and inclusion initiatives out of fear and deprive students from marginalized backgrounds of the support they need to succeed in the classroom and beyond.

    “We often think about California as being protected from this larger right wing movement,” Johnson said. “But as we saw with changing patterns and demographic votes in the presidential election, I think there are many people in California who are wrestling with this conservative movement and who are afraid of it — and who are proactively or preemptively making decisions.” 

    ‘An underlying disconnect’: The letter 

    The Department of Education’s letter opens with the words “Dear Colleague,” but the ensuing message takes on a different tone. 

    “Rather than engaging in that work of acknowledging and affirming educators, what the Trump administration has done thus far is to express hostility and disdain,” said John Rogers, a professor at UCLA’s School of Education and Information Studies and associate dean for research/public scholarship. 

    The letter specifically claims that white and Asian American students, including those from lower income backgrounds, have been discriminated against and that “educational institutions have toxically indoctrinated students with the false premise that the United States is built upon ‘systemic and structural racism.’”

    Increasing schools’ scores on the Nation’s Report Card has been a justification for some of the administration’s changes, according to Rogers. 

    But instead of boosting student performance, Rogers maintains that the directive could “throw K-12 schools into further tumult” due to the high fiscal costs of culture wars. Just last year, conflicts surrounding race and LGBTQ+ issues cost schools more than $3 billion nationwide. 

    “They’re pushing superintendents and those underneath the level of the superintendency to spend time seeking out legal counsel, talking with other educational leaders, trying to figure out, ‘What do we do? What are we doing now that might be considered problematic? Do we need to take action, etc?’” Rogers said.  

    “All of that time and energy, and to the extent that they’re seeking out costly legal counsel, that has real costs associated with it. It’s pushing people away from the important work of improving student learning and supporting student well-being.” 

    While Rogers maintained that the letter was hostile in tone, he also described it as vague and confusing — a sentiment shared by many.  

    Rogers said: “If I was a superintendent, I would want to know: ‘Can my principals bring together a group of Asian American students to talk about whether they’ve experienced anti-Asian hate? Could my district invite African American parents to share their oral histories about growing up in my community as part of African American History Month, or, for that matter, can we even celebrate African American History Month?” 

    Superintendents, he said, “don’t have enough information — yet they’re being given two weeks to either take dramatic action or not, of which they have really no sense of what that would mean.”

    ‘Uncharted territory’ for California districts  

    With new, unclear circumstances on the horizon, more questions than answers are percolating through school districts across California. 

    Nikki Henry, spokesperson for Fresno Unified School District, said Tuesday that the district and its attorneys are reviewing the letter to understand its impact. 

    Fresno Unified’s school board in 2020 passed a resolution declaring the district an anti-racist institution that would “examine and confront biases” and in January reaffirmed the district as a safe place for all students, including immigrant students and families.

    That mindset and approach may put Fresno Unified, which received around $238 million in federal funds this school year, in jeopardy of losing such funding under the new administration.

    With nearly 93% of its students identifying as members of minority communities, the district has implemented “strong” diversity, equity and inclusion initiatives, Henry said. Their DEI policy ensures that students have equitable access to the district’s programs and services, that the curriculum reflects and celebrates diversity and that there are sufficient academic, social-emotional and behavioral supports. 

    Further south, administrators in Los Angeles Unified, the state’s largest district, have also expressed support for students of all backgrounds — a move that is lauded by Evelyn Aleman, the organizer of Our Voice/Nuestra Voz, a bilingual Facebook group largely made up of parents and advocates.

    “In terms of advocating for and supporting the difference between populations that it serves, (LAUSD])really does try to do that, so … I think we’re going to be OK. I think we have a district that gets us.”

    In a statement to EdSource, a Los Angeles Unified spokesperson said the district “adheres to all federal and state law and guidance” — and that if there are discrepancies between the two, they would be resolved through the state. 

    However, last July, Parents Defending Education, a Virginia-based conservative group, filed a complaint with the Office for Civil Rights against the Los Angeles Unified School District for its Black Student Achievement Plan. 

    Months later, the district watered down the language surrounding the program. 

    And some members of LAUSD’s larger community, including United Teachers Los Angeles President Cecily Myart-Cruz, said they fear that this decision could signal how the district might respond to directives from the federal government. 

    “If I only had to go on that (decision regarding the Black Student Achievement Plan), then I would say I’m concerned,” Myart-Cruz said. “I believe in our students. … I know that UTLA, we’re going to stand right alongside our students and our community. … If we put resources in for our students, then it helps everyone.” 

    Other districts like Clovis Unified, however, maintain that they will not be impacted, according to spokesperson Kelly Avants. 

    Based on the way Clovis Unified is interpreting the Education Department’s letter, Avants said affected districts are likely those with hiring practices or scholarships with DEI guidelines or selection criteria based solely on race or gender. 

    Avants added that all Clovis Unified activities to celebrate different cultures are open to the entire student population. 

    “We’ve not gone one direction or the other,” Avants said. “We really have tried to be sensitive to our programs being holistic versus centrally focused.” 

    What’s at stake

    Experts and teachers have continually emphasized that diversity, equity and inclusion programs enrich students’ learning and that they also play a critical role in students feeling like they belong. 

    “DEI provides mechanisms for addressing issues of safety and security for students who sometimes experience physical harm, psychological harm,” Johnson said. “But, if we start removing the very mechanisms that are designed to address these issues, we’re going to see higher reports and students having concerns around their safety at school.” 

    He added, “If students feel a sense of connectedness and belonging to the school environment, they’re more likely to be retained, they’re more likely to come to school on time and persist toward their goals.”

    Several indicators of student success, from student attendance rates to engagement, rise when DEI programs are implemented, he said. 

    And in the classroom, Aleman from Our Voice/Nuestra Voz, emphasized the importance of learning about the contributions of immigrants from various backgrounds. 

    “We’re at a stage of global interaction that requires that we understand … the rich history and contributions of immigrants and different populations,” Aleman said. “We are a heterogeneous culture. … and we don’t understand why the administration doesn’t understand that.” 

    Pushing back 

    While the Department of Education’s letter focuses on race, civil rights protections — including through diversity, equity and inclusion initiatives — support students from various identities based on other factors, including gender, disability and age, according to Amir Whitaker, senior policy counsel of the ACLU of Southern California.

    And Johnson said marginalized groups, including those who are LGBTQ+ and first generation, could also be impacted by potential cuts to DEI.

    “I hope that school district leaders and leaders of college and universities will not back down from this moment — and lean into the institutional values that have animated their work for years prior to this erroneous sort of guidance that is designed to threat and intimidate,” Johnson said. “If we all roll back and back down at this moment, then our students will suffer.” 

    Whitaker added that the very policies that the letter cites — like the Civil Rights Act of 1964 — were victories that “people fought and died for.” 

    The Trump administration’s action, he said, is a “a step backwards in this nation’s journey towards equality and justice.”

    “If California backs down,” Johnson said, “I wonder also what message that sends to the rest of the country, that this ultra-progressive place is already making concessions and their sort of commitments to do DEI, what that might mean for less progressive places who are figuring out where they fit within this conversation.” 





    Source link

  • California takes a big step in how it measures school performance, but there’s still more to do

    California takes a big step in how it measures school performance, but there’s still more to do


    Credit: Alison Yin / EdSource

    Accountability has been a central plank in California’s — and our nation’s — school reform efforts for over two decades. Over nearly that entire period, California has been criticized (including by me) for being one of the few states that does not include a measure of student achievement growth in our accountability system. The current approach, exemplified in the California School Dashboard, rates schools on their average performance levels on the state’s standardized tests, and on the difference between the school’s average performance this year and last year.

    But the state doesn’t have, and has never had, a student-level growth model for test scores. Student-level growth models are important because they do a much better job than the state’s existing measures of capturing school effectiveness at improving student achievement. This is because growth models directly compare students to themselves over time, asking how much individual children are learning each year and how this compares across schools and to established benchmarks for annual learning. The crude difference models the state currently displays in the dashboard could give the wrong idea about school performance, for instance, if there are enrollment changes over time in schools (as there have been since the pandemic).

    Growth models can help more fairly identify schools that are often overlooked because they are getting outsize results with underserved student groups. In other words, they send better, more accurate signals to report card users and to the state Department of Education about which schools need support and for which students. Along with Kansas, California has been the last holdout state in adopting a report card that highlights a growth model.

    Though the state’s task force on accountability and continuous improvement, on which I served, wrapped up its work and recommended a growth model almost nine years ago, the process of adopting and implementing a growth model has been — to say the least — laborious and drawn-out. Still, I was delighted to see that the California Department of Education (CDE) has finally started providing growth model results in the California School Dashboard! This is a great step forward for the state.

    Beyond simply including the results in the dashboard, there are some good things about how the state is reporting these growth model results. The growth model figures present results in a way I think many users will understand (points above typical growth), and results for different student groups can be easily viewed and compared.

    There is a clear link to resources to help understand the growth model, too. The state should be commended for its efforts to make the results clear and usable in this way.

    It doesn’t take a detailed look at the dashboard to see, however, that there are some important fixes that the State Board of Education should require — and CDE should adopt — as soon as possible. Broadly, I think these fixes fall into two categories: technical fixes about presentation and data availability, and more meaningful fixes about how the growth model results are used.

    First, the data are currently buried too deeply for the average user to even find them. As far as I can tell, the growth model results do not appear on the landing page for an individual school. You have to click through using the “view more details” button on some other indicator, and only then can you see the growth model results. The growth model results should, at minimum, be promoted to the front page, even if they are put alongside the other “informational purposes indicator” for science achievement. A downloadable statewide version of the growth model results should also be made available, so that researchers and other interested analysts can examine trends. Especially in light of the long shadow of Covid on California’s students, we need to know which schools could benefit from more support to recover.

    Second, the state should prioritize the growth model results in actually creating schools’ dashboard ratings. Right now, the color-coded dashboard rating is based on schools’ status (their average scale score) and change (the difference between this year’s average score and last year’s). It would be much more appropriate to replace the change score with these growth model results.

    There are many reasons why a growth model is superior, but the easiest to understand is that the “change” metrics the state currently uses can be affected by compositional changes in the student body (such as which kinds of students are moving into and out of the school). Researchers are unanimous that student-level growth models are superior to these change scores at accurately representing school effectiveness. Even for California’s highly mobile student population, growth models can accommodate student mobility and give “credit” to the schools most responsible for each child’s learning during that academic year.

    To be sure, I think there are other ways the dashboard can likely be improved to make it more useful to parents and other interested users. These suggestions have been detailed extensively over the years, including in a recent report that dinged the state for making it difficult to see how children are recovering post-Covid.

    The adoption of a growth model is a great sign that the state wishes to improve data transparency and utility for California families. I hope it is just the first in a series of improvements in California’s school accountability systems.

    •••

    Morgan Polikoff is a professor at the University of Southern California’s Rossier School of Education.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





    Source link