California PreK-12 Teacher Prep Program Completion Rates

💡 California PreK-12 #GDTFIII Fact of the Day! 𝗖𝗮𝗹𝗶𝗳𝗼𝗿𝗻𝗶𝗮’𝘀 𝗽𝗮𝗿𝗮𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿 𝘄𝗼𝗿𝗸𝗳𝗼𝗿𝗰𝗲 𝗶𝘀 𝗴𝗿𝗼𝘄𝗶𝗻𝗴 𝘀𝗶𝗴𝗻𝗶𝗳𝗶𝗰𝗮𝗻𝘁𝗹𝘆 𝗳𝗮𝘀𝘁𝗲𝗿 𝘁𝗵𝗮𝗻 𝘁𝗵𝗲 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝘄𝗼𝗿𝗸𝗳𝗼𝗿𝗰𝗲 𝗮𝗻𝗱 𝗶𝘀 𝗺𝗼𝗿𝗲 𝗿𝗮𝗰𝗶𝗮𝗹𝗹𝘆 𝗱𝗶𝘃𝗲𝗿𝘀𝗲 — 𝘆𝗲𝘁 𝗽𝗮𝗿𝗮𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿𝘀 𝗰𝗼𝗺𝗺𝗼𝗻𝗹𝘆 𝗿𝗲𝗰𝗲𝗶𝘃𝗲 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗳𝗼𝗰𝘂𝘀𝗲𝗱 𝗼𝗻𝗹𝘆 𝗼𝗻 𝗰𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲, 𝘄𝗶𝘁𝗵 𝗹𝗶𝗺𝗶𝘁𝗲𝗱 𝗽𝗿𝗲𝗽𝗮𝗿𝗮𝘁𝗶𝗼𝗻 𝗶𝗻 𝗶𝗻𝘀𝘁𝗿𝘂𝗰𝘁𝗶𝗼𝗻𝗮𝗹 𝗮𝗻𝗱 𝗯𝗲𝗵𝗮𝘃𝗶𝗼𝗿𝗮𝗹 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. The finding highlights California’s growing paraeducator workforce, which is increasingly central to student support. This report identifies ways to strengthen training, role clarity, compensation, professional support, and career pathways. Read the full report by Lakshmi Balasubramanian, Ph.D., Eliana Katz, Radhika Unnikrishnan, and Christopher J. Lemons from Stanford University Graduate School of Education to explore the research behind the data: https://lnkd.in/g2wMSaCK 👈 GDTF III includes 55 technical reports and 22 research briefs from researchers across leading institutions nationwide. 𝗦𝘁𝗮𝘆 𝘁𝘂𝗻𝗲𝗱 𝗳𝗼𝗿 𝗺𝗼𝗿𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝗙𝗮𝗰𝘁 𝗼𝗳 𝘁𝗵𝗲 𝗗𝗮𝘆! #GettingDownToFacts #CaliforniaEducation

💡 California PreK-12 #GDTFIII Fact of the Day! 𝟳𝟬% 𝗼𝗳 𝗖𝗮𝗹𝗶𝗳𝗼𝗿𝗻𝗶𝗮 𝘀𝗰𝗵𝗼𝗼𝗹 𝗯𝗼𝗮𝗿𝗱 𝗺𝗲𝗺𝗯𝗲𝗿𝘀 𝘀𝗮𝗶𝗱 𝘁𝗵𝗲𝘆 𝘄𝗼𝘂𝗹𝗱 𝘄𝗮𝗻𝘁 𝗺𝗼𝗿𝗲 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗼𝗻 𝗲𝗻𝗴𝗮𝗴𝗶𝗻𝗴 𝘄𝗶𝘁𝗵 𝘁𝗵𝗲𝗶𝗿 𝗰𝗼𝗺𝗺𝘂𝗻��𝘁𝗶𝗲𝘀 𝘁𝗼 𝗮𝗱𝗱𝗿𝗲𝘀𝘀 𝗱𝗶𝘀𝘁𝗿𝗶𝗰𝘁 𝗴𝗼𝗮𝗹𝘀. The finding highlights the growing importance of community engagement and public trust in helping school systems navigate complex challenges and improve student outcomes. It shows the complexity and variation in what it means to serve and navigate the responsibilities of local governance. This data comes from the Getting Down to Facts III (GDTF III) technical report focused on the characteristics and work of California school board members by Julie Marsh, Beth Schueler, James Bridgeforth, Jacob Alonso, Jeimee Estrada-Miller, Ph.D., Amanda Pickett, Akunna Uka, Mariana de França Steil, Vandeka Rodgers Eze, MSW, Laura Mulfinger, and Miguel Casar Rodriguez. Read full report and explore the research behind the data: https://lnkd.in/gzAQgm-Q 👈 GDTF III includes 55 technical reports and 22 research briefs from researchers across leading institutions nationwide. 𝗦𝘁𝗮𝘆 𝘁𝘂𝗻𝗲𝗱 𝗳𝗼𝗿 𝗺𝗼𝗿𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝗙𝗮𝗰𝘁 𝗼𝗳 𝘁𝗵𝗲 𝗗𝗮𝘆! #GettingDownToFacts #CaliforniaEducation

I was part of the Educator Community Advisory Group for the Getting Down to Facts III papers coming out of Stanford. I highly recommend checking out this research! The researchers found incredibly interesting and insightful trends in CA education--and point us to things that need to change as we move forward.

The All4Ed Flash is back! We’re cutting through the noise to bring you the latest in education policy news: This week, All4Ed's Jennifer Ellis breaks down two major federal education policy developments shaping the future of schools and workforce learning nationwide. Policymakers and education organizations alike are anxiously awaiting the release of federal regulations from the Treasury Department that will provide critical details regarding the federal education tax credit passed in the One Big Beautiful Bill Act. Jenn explains how Scholarship Granting Organizations (SGOs) would operate, why states are rapidly deciding whether to opt in, and the unanswered questions surrounding equity, oversight, and access for public school students. Additionally, debate is growing in Washington over the transfer of certain federal CTE and adult education programs from the Department of Education to the Department of Labor. Lawmakers are raising concerns. All4Ed CEO Amy L. weighs in on why career-connected learning must prioritize lasting skill development — not just short-term workforce placement. Listen to the full episode here: https://bit.ly/4tV1YDD

So much of what schools do each day depends on strong federal data. This Agora Education Research post and Tom Snyder’s comments in the Chalkbeat piece underscore why these systems are essential for understanding students’ experiences and making informed decisions.

Reliable federal education data is a public resource. When collections are reduced or delayed, the field loses essential visibility into how students and schools are doing. Chalkbeat’s new article examines this challenge and includes insights from Agora’s Tom Snyder, former NCES Director of Annual Reports. His perspective highlights the consequences of shrinking data collections and the importance of maintaining stable, accessible federal systems. At Agora, we remain focused on strengthening the evidence infrastructure that educators, policymakers, and communities rely on to understand student experiences and make informed decisions. https://lnkd.in/euCjMzkH #EducationData #NCES #EvidenceInfrastructure #DataForDecisionmaking #EdResearch

Texas public education is experiencing significant enrollment shifts. Recent reporting indicates that approximately 76,000 students exited Texas public schools within a single academic year, raising important questions for educators, researchers, and policymakers. From a higher education perspective, these trends have implications for workforce development, postsecondary readiness, literacy outcomes, and future teacher preparation efforts. The conversation must move beyond headlines and toward evidence-based analysis: • What factors are driving enrollment declines? • How are policy, economic, and demographic changes shaping family decisions? • What strategies best support student engagement and educational continuity? The future of Texas education will depend on our ability to create systems where students remain connected, supported, and academically engaged. #TexasEducation #HigherEducation #EducationPolicy #K12 #EducationalLeadership

Enrollment shifts are rarely explained by a single factor. Economic pressures, demographic changes, policy decisions, and alternative schooling options all matter. But from a classroom perspective, we also have to ask whether students are experiencing schools as places where learning feels sustainable, meaningful, and engaging. Research in attention, executive functioning, emotional regulation, and cognitive safety increasingly suggests that engagement is not simply a motivational issue. Students remain connected to learning environments when they experience: • belonging • predictability • cognitive support • meaningful participation • emotional safety alongside academic challenge When schools become environments dominated by overload, fragmentation, chronic stress, or purely compliance-driven systems, engagement becomes harder to sustain over time. This is why instructional systems matter so deeply. The future of education may depend not only on what we teach, but on whether students experience schools as environments where cognition, participation, and human connection can remain stable enough for learning to happen consistently. Sustainable engagement requires more than initiatives. It requires coherent systems that support both learning and the people doing the learning.

Enrollment shifts are rarely explained by a single factor. Economic pressures, demographic changes, policy decisions, and alternative schooling options all matter. But from a classroom perspective, we also have to ask whether students are experiencing schools as places where learning feels sustainable, meaningful, and engaging. Research in attention, executive functioning, emotional regulation, and cognitive safety increasingly suggests that engagement is not simply a motivational issue. Students remain connected to learning environments when they experience: • belonging • predictability • cognitive support • meaningful participation • emotional safety alongside academic challenge When schools become environments dominated by overload, fragmentation, chronic stress, or purely compliance-driven systems, engagement becomes harder to sustain over time. This is why instructional systems matter so deeply. The future of education may depend not only on what we teach, but on whether students experience schools as environments where cognition, participation, and human connection can remain stable enough for learning to happen consistently. Sustainable engagement requires more than initiatives. It requires coherent systems that support both learning and the people doing the learning.

New from WEPC’s Meagan Comb and the American Institutes for Research CALDER Center's Dan Goldhaber: Guardrails or Barriers: How changes afoot in teacher licensure could help settle decades-long debates Across nearly every state, conversations are underway about who can become a teacher, but states are moving in very different directions. Our new brief argues that this moment of change is also a rare research opportunity. The current evidence base on teacher licensure leaves policymakers without clear, convincing guidance. That needs to change, and the wave of policy shifts happening right now could help us get there. In this paper, we: - Summarize what the literature tells us about licensure requirements - Highlight key policy considerations - Make the case for a stronger research base to support better decisions for students Read the full brief: https://lnkd.in/eGksvpF4 #TeacherLicensure #EducationPolicy #TeacherWorkforce #EdPolicy