With just 38% of ACT-tested grads meeting at least 3 of 4 core College Readiness Benchmarks and only 11% of business leaders agreeing that college grads have skills their businesses need, high schools face an increasing challenge to prepare students for college, careers and life.
Los Angeles Unified School District (LAUSD), and many others across the country, have adopted Linked Learning as a way to create real-world learning experiences that interest, challenge and inspire students, as well as prepare them for a range of options after high school, including 2- and 4-year colleges, apprenticeships and military service.
Join this hour-long webinar with LAUSD, Linked Learning Alliance and Pivot Learning on October 2, 2019, 2:00 PM – 3:00 PM PT, to learn about an innovative approach to education that research has shown leads to higher graduation rates and improved college- and career-readiness.
Recommendations from the LCFF Test Kitchen for Aligning Reporting Requirements
Governor Newsom’s January budget proposal outlines plans for a single web-based application that can merge various district reporting tools to increase efficiency and public understanding. Drawing on the experiences of the LCFF Test Kitchen, a new brief offers four recommendations for making the most of this proposal:
1. Articulate the goals and desired outcomes of a single web-based reporting platform to align reporting structures. 2. Engage end users throughout the development process. 3. Foster competition to generate an innovative, single web-based reporting platform design. 4. Create structures and supports to build trust between school districts and their communities.
Through a process that values end users and fosters innovation, we can both support and improve upon the Governor’s proposal, thereby helping to create the conditions for continued progress in our schools and communities.
FIRST REPORT IN THE “INVISIBLE CALIFORNIA” SERIES HIGHLIGHTS EDUCATIONAL NEEDS OF THE ANTELOPE VALLEY REGION IN LOS ANGELES COUNTY
Los Angeles, CA, October 12, 2017 – Today, Pivot Learning, an Oakland-based nonprofit supporting dozens of CA school districts to improve college and career readiness, and PACE, an independent, non-partisan research center based at three California Universities, released The Antelope Valley: Over the hill and out of sight. The report’s authors will present their findings today at 2:00 PM at the California Community Foundation’s Joan Palevsky Center, 281 S. Figueroa St. Suite 100, Los Angeles, CA 90012.
Bigger than the state of Rhode Island, the Antelope Valley is the northern-most part of Los Angeles County. Composed of Lancaster, Palmdale, and the surrounding communities, it is one of the highest need regions in California. Over the past year, Policy Analysis for California Education has partnered with Pivot Learning to paint a comprehensive picture of the educational needs of students, families and educators in the region.
The report discusses:
Dramatic increases and changes in the Valley student population as families flee higher-cost regions in Los Angeles
Large-scale movement of the Los Angeles African-American and Latino/a communities into the Valley
Dramatic rise in the number of foster youth and homeless students
Impacts on the education system of these rapid demographic changes
K-12, higher education, health and transportation infrastructure needs of students from pre-school through post-secondary
A panel of experts, including school district, community, and city leaders and researchers will discuss the state of education in the Antelope Valley. They will provide recommendations to expand and improve educational opportunities for the large numbers of African-American, English Learners, low-income, homeless, and foster youth in the region.
Pivot Learning is a nonprofit organization whose mission is to revitalize our public school systems so that all students have the opportunity to succeed in college and career. We partner with education leaders at all levels of the system—including superintendents, mid-level district leaders, principals, teachers and community members—to provide the knowledge, skills and support proven to strengthen educational systems and transform teaching and learning.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of Southern California, and the University of California – Davis. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to postsecondary education and training. PACE bridges the gap between research and policy, working to increase the impact of academic research on educational policy in California.
“We don’t really have the expertise on site so we rely on working with other small school districts and the curriculum department at our [county] office of education.”
-Rural School Leader
Over the past two years , with generous support from the S.H. Cowell and William and Flora Hewlett Foundation, Pivot Learning has supported and collaborated with twenty-one rural districts and counties in Northern California to create the Rural Professional Learning Network (RPLN). Through an iterative design process, the RPLN has joined forces to overcome unique challenges due to their limited budgets and remote locations and effectively implement the Common Core State Standards (CCSS) and Next Generation Science Standards.
Pivot partnered with Policy Analysis for California Education (PACE), an independent, nonpartisan research center at Stanford University, to conduct research and present findings on the current challenges facing rural districts in California. The research was lead by Dr. Thomas Timar, an expert in education finance, policy, and governance, director of the UC Davis Center for Applied Policy in Education (CAP-Ed), and member of the PACE steering committee. In the report, “Surprising Strengths and Substantial Needs: Rural District Implementation of Common Core State Standards”, Dr. Timar and his colleagues found that “If small rural districts are to succeed in meaningful, deep implementation of CCSS, the state, COEs and other support providers must provide small and rural districts with access to relevant exemplars of systemic standards implementation.”
Based on research collected from RPLN’s first year, recommendations on how to better support rural districts included:
1) Encouraging rural districts and schools to think strategically and effectively about time management and resources.
2) Providing ongoing resources to small and rural districts to support professional development according to diverse teacher and student needs, innovative delivery methods, and effective, measurable impact.
3) Redefining the State and Local Role for Instructional and Curricular Support with specific consideration to the needs of small and rural districts.
Pivot and PACE are continuing to collaborate on this work, with the addition of El Dorado County into the RPLN. Additionally, Pivot is working with the Collaboration in Common platform to support the sharing of tools, resources, and supports between districts and between different networks.
The RPLN seeks to alleviate local capacity and statewide infrastructure issues within rural districts by leveraging both in-person meetings and virtual collaboration tools. As part of this network, education leaders identify their core implementation challenges (problems of practice or PoPs). The larger network works collaboratively to develop and share solutions for these challenges. Through this model, counties and districts identify, employ, and disseminate best practices in CCSS.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of Southern California, and the University of California, Davis. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California. For more information, see edpolicyinca.org.