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In spring 2006 California released its first ever school-level Academic Performance Index (API) scores for English Learners (ELs). These EL-API scores were based on California Standards Tests taken in the spring of 2005, and make it possible to identify how well schools were doing with this student population. It is not unexpected that elementary schools that differ widely with regard to their student poverty and EL demographics also differ widely on the state's API. What is striking, however, is how wide the EL-API gap is between schools that serve similar students (based on California's Schools Characteristics Index or SCI). Why do California elementary schools serving similar proportions of low-income, Spanish speaking EL students differ by over 250 points on California's new EL Academic Performance Index score? What school practices can help explain this API gap? This research brief summarizes the full report, which uses an analysis of principal and teacher survey responses from a random sample of 257 schools, correlated with the EL-API, to address those questions.

In Spring 2006 California released its first ever school-level Academic Performance Index (API) scores for English Learners (ELs). These EL-API scores were based on California Standards Tests in English language arts and math taken in the spring of 2005. The new EL-API data make it clear that elementary schools vary widely in their ability to get their English learner students to meet the state's academic content standards in English language arts and mathematics. This is true even among schools that are relatively similar in terms of student ethnicity, parent education level, socio-economic level, and concentration of EL students. Why do these differences in achievement occur among California elementary schools serving similarly high proportions of low-income and EL students? Are the explanations similar or different from those found in a previous study? What, if any, specific instructional practices aimed at EL students might also be having an effect? This report summarizes what the authors found in response to these questions, and constitutes the first analysis of its kind of California elementary school practices and their relationship to the school's English Learner Academic Performance Index. (Contains 10 footnotes, 3 figures, and 1 table.)

There is little doubt that charter schools in California are starting to get more attention from both their supporters and their detractors. This report provides an overview of where charter schools stand today in California and the context in which they will either thrive or struggle in the years to come. It includes a quick look at the origin and intent behind the charter school movement in the state and nationally, combined with information about how charter law and policy have evolved. Of particular importance is the question of how charter schools are funded, including the provisions for facilities. The report also presents vital statistics that give a sense of what the charter school community in the state looks like, including teachers and students. The idea of intervening in failing schools by making them charters raises a key question: To what degree are charter schools helping California students succeed academically? From the start, accountability for student outcomes was a central promise of the charter concept, and that promise is coming due. Even many of the movement?s staunchest supporters believe that charter schools need to pay more attention to their students? academic progress.

This EdSource report examines how middle grade students are performing against those new expectations based on state and national tests. It includes an indepth examination of progress on the important task of getting more students to take and master algebra in 8th grade. This report also addresses some of the issues most important to improving student achievement in the middle grades, including strategies for engaging this age group, debates on how best to handle transitions into and out of middle school, and the extra resources needed to help all students be more successful. Finally, the report looks at the qualifications of that special group of California educators committed to helping these young adolescents begin to find their way in life.