Recent Press Releases

Annual EdSource Budget Report Details Improved Funding for Schools (October 2006) In sharp contrast with last year’s battles, the state’s public school budget process for 2006-07 lacked sound and fury. High state revenues combined with election-year political incentives to produce a budget that not only satisfied most parties but did so, unusually, on time. EdSource’s annual public education budget report, School Finance 2006-07: State Leaders Settle Up With Education, offers a comprehensive look at the new budget and includes needed context on recent budget history and how the state’s schools are funded.

New EdSource Voter Guides: Propositions 1D and 88 (September 2006) EdSource’s two-page, impartial analyses of each of these ballot measures—in English and Spanish—outline key provisions and summarize arguments for and against. Proposition 1D (Kindergarten-University Public Education Facilities Bond Act of 2006) is a bond measure that would provide $10.416 billion for kindergarten through university public education facilities. The bulk of the funding is earmarked for K-12 schools. Proposition 88 (A Statewide Parcel Tax for Education Funding) would add a new section to the California Constitution to create an annual statewide tax of $50 on most real property parcels. Funds generated would be earmarked for specific programs in the state’s public schools.

New report pulls together findings from large-scale study: Similar Students, Different Results (June 2006) A new EdSource report pulls together in one place the robust findings from the large-scale two-year study, Similar Students Different Results: Why Do Some Schools Do Better? The study examined the question: Why do some California elementary schools serving low-income students do better on the state's academic performance index (API) than other schools with very similar students? The new report summarizes the earlier-published initial findings and additional analyses. It also reports on interviews with superintendents of 20 participating school districts who address which strategies they think have been most effective in improving student achievement. It also elaborates on what was learned about the relationship between district practices and school performance, as well as findings on the pivotal—and changing—role of the principal. (See all study findings plus comprehensive materials about the study.)

New EdSource Election Brief: Proposition 82 (May 2006) EdSource's new, 4-page election brief, Proposition 82: Preschool Education, offers an impartial analysis of a ballot initiative that has triggered much controversy. Slated for the June 6 ballot, Proposition 82 would make preschool available free for all 4-year-olds in California regardless of family income by raising the tax rate on the state's high-income earners. Its goal is to give all children the opportunity to attend high quality preschool. The brief outlines Proposition 82's key provisions and addresses considerations and concerns it has prompted.

EdSource releases charter school performance report (May 2006) In its second annual analysis of charter school performance in California, EdSource found that charter schools requiring extra instructional minutes for their students were more likely to meet their academic growth targets. It also appears to help if charters have a balance of autonomy and support/oversight from their chartering agency. The study looked at charter school performance as measured by the percentage of schools that met their 2005 Academic Performance Index (API) growth targets. Researchers compared the performance of charters versus noncharters and also examined how charters did by grade level (elementary, middle, high school) and by charter type (classroom- versus nonclassroom-based; conversion versus start-up). The analysis also used data from a 2005 EdSource survey. California's Charter Schools: How Are They Performing?

Ed-Data Marks 10th Anniversary with New Finance Info, Upgraded User Tools (May 2006) The Ed-Data web site (www.ed-data.k12.ca.us), long the place for Californians to find, tailor, and compare information and data on K-12 schools, is marking its 10th anniversary with a new set of formats and functions. New tools make customizing information even easier. And enhanced financial information for all California school districts and county offices of education has been added, including: Data for 2004-05 and 2003-04, all based on the state's Standardized Account Code Structure (SACS); a new, robust financial comparison tool that allows users to compare a given district to similar ones based on such criteria as revenue limits and beginning teacher salaries; a report focused on district or county general fund expenditures by activity, such as instruction or specific pupil services; a new summary of district or county funds that goes beyond the general fund to give a full picture of all revenues and expenditures. Ed-Data is provided by the Education Data Partnership—the Alameda County Office of Education, the California Department of Education, EdSource, and the Fiscal Crisis Management Assistance Team.

Study Suggests Link Between Achievement and Curriculum Choice in High-Poverty Elementary Schools (April 2006) Does a school’s performance on California's Academic Performance Index (API) relate to the use of a particular curriculum program? An analysis released today by EdSource from a large-scale survey of elementary schools serving similarly-challenged students suggests an answer. The new analysis found that for English Language Arts, using the Open Court curriculum program school-wide did appear to make a difference in a school's API score. Open Court appeared to be most effective when it was: used intensively—i.e., all teachers in the school reported using Open Court daily; combined with a coherent, school-wide, standards-based instructional program; and combined with the frequent use of student assessment data to improve instruction. MORE

2006 Resource Cards on California Schools (March 2006) EdSource's annual Resource Cards on California Schools are the reference piece on the shelf of every journalist who engages seriously in California education policy and issues. The 38-card 2006 edition, in keeping with those of previous years, offers fingertip access to concise explanations and the latest data on the key aspects of California's education system.

New report: Exit Exam Gets Real (February 2006) The California High School Exit Exam (CAHSEE) is the one element of the state’s accountability system that holds students, rather than schools accountable for performance. Moreover, it carries high stakes—beginning this spring, students must pass it to graduate. That reality guarantees controversy, and as the deadline nears for the class of 2006, numerous headlines reflect continuing debate over whether the exit exam requirement is fair for all students. A new EdSource report, The California High School Exit Exam Gets Real: Implications for the Class of 2006 and Beyond, maps out the history and status of the CAHSEE and addresses key issues surrounding the exam. It explains, for example, that the state superintendent has rejected postponing the exam or offering alternatives—a stance shared by many state leaders. But several lawsuits have been filed claiming that at least some seniors are at a disadvantage. One suit has resulted in an exemption for a select group of students with disabilities. The report helps shed light on the issues by describing: the CAHSEE’s impact to date on students as well as on the state education system; issues of fairness surrounding the exam; what the state is doing to help struggling students (particularly special education students); and options for students who have not passed by graduation day. More info: CAHSEE at a Glance

EdSource Previews Key Education Policy Issues for 2006 (January 2006) With the governor’s budget proposal kicking off policy deliberations for 2006, K-12 education—at 39% of the general fund—once again takes center stage. How much to budget for schools is a key question, in light of last year’s pitched battle, the defeat of the governor’s ballot initiatives, and now a projected state revenue increase. But whatever the funding level, policymakers face multiple decisions about how to spend the funds. A new EdSource publication, Issues and Actions in California Education Policy: Setting the Stage for 2006, explains that important and complex issues are on the table, summarizes major policy actions of 2005, and previews issues that promise to be out front this year, including controversial proposals related to high school reform, the school finance system, teaching policy, and accountability.

How California Compares With Other States is Focus of EdSource Report (November 2005) California’s budget woes shine a spotlight on its biggest spending category, K-12 education funding. But beyond debates on current school spending, a larger question is taking center stage: how much is enough? Enough, that is, to educate all students to high levels under rigorous state standards. Related questions include: are we aiming for average performance or excellence? How well are schools spending the funds they already have? To answer, cross-state comparisons help. EdSource’s annual update How California Ranks: A National Perspective reports that California ranks 1st in percentage of English learners, 29th in per pupil funding, and 44th or below on national reading and math test scores. It is also 49th in teacher staffing ratios: the average number of teachers per 1,000 students nationwide is 63; in California, just 48 teachers handle that same workload.

EdSource and Partners Provide Latest Performance Data and Tools for Comparing Schools (November 2005) The Ed-Data website (www.ed-data.k12.ca.us) has been updated to include the 2005 Academic Performance Index (API) growth results for schools, districts, and the state. This groundbreaking site is a treasure trove of financial, demographic, and performance data on California’s K-12 public school system. It includes, for example, how California compares with other states and how school districts in California compare with each other—along such dimensions as types of students, teacher salaries, and student achievement. Users can do their own customized comparisons; for example, comparing the math API achievement levels of all high schools in Alameda County where the largest ethnic group is Hispanic. A vital resource with a decade-long track record of excellence, EdData is continually maintained by the founding EdData Partnership--EdSource, the California Department of Education, the Alameda County Office of Education, and the Fiscal Crisis Management Assistance Team (FCMAT).

Decisions That Sparked Budget Battle Explained by EdSource (October 2005) EdSource’s new report, School Finance 2005-06: Budget Sets Off Public Battle adds to its signature body of work explaining California school finance in straightforward terms. While tracing the evolution of the raucous 2005 controversy leading up to the November special election, the report offers background on how the state’s schools are funded, explains the factors and interpretations behind the budget debate, and provides the latest data on funding levels. Included are explanations of the Proposition 98 funding guarantee for education; a graphic comparison of actual, annual K-14 funding levels since 2001-02 versus levels guaranteed under Prop 98 and levels agreed to but not funded in 2004; and explanations of formulas and priorities that determine how funds flow to K-12 districts.

EdSource Releases Initial Findings from Study of Similar, High-Poverty Schools With Different Achievement Results (October 2005) Look for additional findings to be released in March 2006. The study has prompted media coverage around the country, including pieces in the Washington Post, Los Angeles Times, Chicago Tribune, and Boston Globe. EdSource released initial findings from a large-scale study that asked: why do some California elementary schools serving largely low-income students do better on the state's academic performance index (API) than other schools with very similar students? The study surveyed principals and teachers in 257 schools. Findings identified four key, interdependent practices: a coherent, standards-based curriculum; analysis of assessment data; sufficient instructional resources; and a focus on student achievement. Conducted by EdSource and researchers from Stanford University, the University of California, Berkeley, and the American Institutes for Research, the survey also included questions related to parental involvement, teacher development, and practices related to student behavior. Each contributed to a school’s API score, but these practices were not nearly as strongly correlated with higher school performance as were the four described above. “Socioeconomic factors are clearly not the sole predictor of academic performance,” says EdSource Executive Director Trish Williams. “It appears that what schools do, and what resources they have for doing it, can have a powerful impact on student achievement.” MORE

EdSource Report Unravels the Complexity of Accountability Systems in Flux (August 2005) Why do some schools do well on the API but not on the AYP—and vice versa? The EdSource report School Accountability Under NCLB: Ambitious Goals and Competing Systems explains the mismatch between the state and federal systems that’s causing so much public confusion with each new round of test score results. Both systems are evolving, with much debate and negotiation, in a scenario mirrored in nearly every state. Mary Perry, an author of the report, emphasizes the need for the public to understand the evolving nature of the new systems. Their purpose, she notes, is to draw people's attention to school performance. "But there are a lot of ways to measure that. Both the state and federal government are in the process of testing those right now, and they will continue to be refined.”