California districts should use insights from surveys of students' habits of mind but not rate schools by the results, a PACE research project concludes.
Often overlooked, these out-of-school programs can play a key role in providing the kinds of relationships, supports and opportunities that are essential to social-emotional learning.
A new report concludes that California’s mentoring program for novice teachers, once a national model, has deteriorated due to lack of funding and district commitment, and provides little help for the many new teachers who enter the profession as permanent substitutes or temporary hires.
The shift to local control has given school districts much leeway in adopting the Common Core State Standards, the challenging math and English language arts standards that California and 41 other states have adopted. But that flexibility may also create disparities in implementation that the state should reduce, concludes a new report by researchers from Stanford University’s Graduate School of Education.
