Through research and by exploring practices and policies that work and identifying those that don’t, we aim to provide the information and tools necessary to improve and maximize the educational experience for all students, pre-K through college.
Our publications are diverse, intended for advocates, lawmakers, educators, and even parents. Use the search bar in the top right corner to explore topics you don’t see here.
As districts and communities begin implementing the Local Control Funding Formula, the state must ensure the new law is not just about local control and flexibility, but also— and most importantly—about educational justice. The supplemental and concentration grants must be used to increase and improve services for low-income, English learner, and foster youth students at their school sites. Districts must engage parents as true partners in spending decisions and report expenditures down to the school level in a way that is transparent to all stakeholders. Click here to read more.
State leaders must streamline our systems of accountability and maintain a focus on strong student results. An accountability system that fragmented, that contains too many indicators, and that drifts away from a focus on student academic achievement will risk confusing stakeholders and fracturing the public’s understanding of school success. Click here to read more.
California must incentivize its best college graduates, particularly in fields such as science and math, to select teaching as a career. To close gaps in students’ access to great teachers, we must ensure that districts attract and retain our very best teachers in our highest need schools. To transform the teaching profession, district and state policies must guarantee that every teacher receives a high-quality, multiple-measure evaluation every year. And state policymakers must eliminate bureaucratic laws such as seniority-based layoffs that ignore teaching effectiveness and disproportionally destabilize high-need schools. Click here to read more.
For students to gain the deeper knowledge embedded in the new standards, districts must support teachers in transforming their instructional practices and must ensure every student is taught using rigorous, high-quality instructional materials. For every child to succeed in our increasingly technological world and succeed on new computer-adaptive assessments, district and state leaders must secure the technology for the Smarter Balanced
assessments, close the digital divide, and expand access to promising new instructional strategies such as blended learning. In the coming year, education leaders must inform families and other stakeholders in California’s many diverse communities about the new education standards, and the state must evaluate and monitor the implementation process. Click here to read more.
School districts across the country increasingly are shattering the myth that some students can’t learn as much as others. Take the San Jose Unified School District (SJUSD). Here, educators are proving that students from all backgrounds can access rigorous curricula. For more than a decade, the district has embraced…
Why your child needs to prepare for college and a career, how to tell if your child’s school has college-ready academic standards, the special hurdles facing Hispanic students, and how parents can be effective advocates for their children.
This guide helps parents locate their state’s academic standards, compare homework assignments with the standards, ask questions about homework assignments, and get help when homework seems meaningless, too difficult, or too easy.
School accountability systems have the potential to be a powerful tool to help close the long-standing gaps in achievement that separate low-income students and students of color from their peers. Making Sure All Children Matter breaks down how accountability systems can do this.
On Tuesday August 18th the California Department of Education released the 2009 student achievement data from the Standardized Testing and Reporting program. Performance levels rise slowly, and the proportion of students performing to grade level tick incrementally upward.
Dr. Linda Murray, Dr. Tami Pearson & Phyllis HartKonawaena High SchoolSan Marcos, CAJune 29, 2009
Dr. Tami Pearson & Phyllis Hart
It will come as no surprise to most of you that the EdTrust—West supports the California High School Exit Exam (CAHSEE). We’ve been one of the only organizations — and perhaps the only civil rights organization — that does. Our decision didn’t come easy. The CAHSEE is by far…
Kilian BetlachUniversity of California, BerkeleyBerkeley, CA
How effective are your child’s teachers? Does your child receive the same resources as other California students? Are ineffective education program wasting our tax dollars?If you can’t answer these questions, you’re not alone. If you want answers to these questions, click on the below document
Dr. Tami Pearson & Molly MauerClaremont Graduate SchoolClaremont, CA
Dr. Tami Pearson, Phyllis Hart & Sheilagh PolkOakland Unified School DistrictOakland, CA
Dr. Tami Pearson, Phyllis Hart & Sheilagh PolkMontebello, CA
Kilian BetlachOrange County Dropout Prevention SummittAnaheim, CA
Phyllis HartCollege BoardSacramento, CA
Kilian BetlachZap the GapSan Mateo County Office of Education
Dr. Tami Pearson & Gabriel CraftHilo, HI
Dr. Tami Pearson & Gabriel CraftKona HI
California’s high schools are in crisis. Many students never graduate at all and, of those that do, too many are woefully ill-prepared for life after high school. The picture is even more alarming for students in the Oakland Unified School District.
Dr. Linda MurrayCommunity For Educational EquityLos Angeles, CA