Tag Archives: California

Our New Reviews of California and New York’s Draft ESSA Plans

Last spring, Bellwether partnered with the Collaborative for Student Success to convene an independent peer review of the first round of ESSA state plans. We brought together a bipartisan, nationally esteemed group of education policy experts to review the plans from 16 states and the District of Columbia.

We will do full reviews of the remaining 34 state plans after they’re submitted to the U.S. Department of Education next month. In the meantime, we decided to review the draft plans put out for public comment by California and New York, given the outsized importance of these two states in education policy and politics.

You can read our interim reviews of the California and New York plans here. Given the size of California and New York’s diverse student populations, as well as their geographic diversity, we believe feedback on their draft plans is important in not only strengthening these state’s final submissions, but also in providing information for other states still writing their plans.

This interim project was intended as a quick-turnaround, rapid-response analysis, and we did not use the full quality peer review process we used in round one — and which we will use again in round two. We recently received some feedback from California policymakers working on the plan about a few mistakes that were made in haste. We’ve made some edits as a result, and the reviews you’ll see on our website now incorporate these edits.

As one example, we wrote that, “at the indicator level… California has not yet specified definitions for chronic absenteeism…” While California has adopted a definition of chronic absenteeism for data collection purposes, their plan states they won’t know how they’re going to turn it into an indicator for accountability purposes until fall 2018. Our review could have been clearer about this distinction, and we’ve since updated it. As another example, we wrote “December 2018” where we should have written “January 2018,” and have since fixed this. In another place, we rephrased our comments about California’s exit criteria for low-performing schools. We had initially understood California’s proposed exit criteria to be normative, implying a school could exit simply if it improved its relative standing in the rankings. After taking another look, we have removed that language from our review. These revisions are now reflected in the online versions.

At the same time, there are also places where state policymakers may simply disagree with our goals behind this project, and hence our reviews of their plans. In comments to EdSource about our review, David Sapp, the deputy policy director and assistant legal counsel for California State Board of Education, referred to the state’s ESSA plan as “an application for federal funding.” While this is literally true — the plans are required to unlock each state’s share of federal Title I funding — this comment downplays the importance of these plans. We’re not just talking about a a small grant program; Title I is a $15 billion program nationwide and California alone receives about $2 billion a year from it. Title I traces its roots back more than 50 years, and Congress has stated that Title I’s purpose is to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.’’

Those are the reasons we committed to this project in the first place, and it’s why we intend to once again conduct full reviews of all second-round states, including California and New York, following their final submissions in September. We’ll be fully transparent about that process, as we were in round one, and you can look for the results of that work later this fall.

Three More Ways to Address Silicon Valley’s Preschool Problem

Silicon Valley has a preschool problem. According to reports released this morning from the Urban Institute, low-income children in the region, particularly children of immigrants, are far less likely to enroll in high-quality preschool programs than their higher income peers. In San Mateo and Santa Clara counties, only 26 percent of low-income 3-year-olds and 61 percent of low-income 4-year-olds attend preschool, compared to, respectively, 52 percent and 74 percent of higher income children of the same age.

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Given the extensive research on the positive effects of high-quality early education on low-income and low-income immigrant children, the low enrollment in Silicon Valley is concerning. Through interviews with dozens of stakeholders, the reports’ authors examine the barriers to preschool enrollment, and parse out the barriers that affect all low-income families, and those that are unique to low-income immigrant families. The authors then make recommendations for addressing each barrier.

The research is comprehensive, and the recommendations are solid. But I’m proposing three more ways to to increase low-income immigrant families’ preschool enrollment. Continue reading

To Fix Teacher Shortages, We Need to Change How We Think About Teacher Preparation

Today’s New York Times piece on teacher shortages in California and nationally sounds many of the same themes as our recent Bellwether report on teacher preparation in California.

Unfortunately, it also reflects the same problematic frame for thinking about teacher preparation that the report argues contributes to poor preparation and teacher shortages.  Continue reading

In Some States, Pre-K Providers That Have the Money, Keep the Money, and That’s a Problem

Charter schools should offer pre-k. Sometimes they can, and sometimes they can’t. One reason they can’t: Policies in ten states privilege existing pre-k providers. When these states allocate pre-k funding, they allocate funding first to providers that are currently serving children, leaving little — if any — funding for charter schools that aren’t existing providers, which many aren’t. So the providers that have the money, keep the money. Continue reading