The Education Trust-West works for the high academic achievement of all students at all levels, pre-k through college.

Publications

Publications

Building a More Equitable and Participatory School System in California: The Local Control Funding Formula’s First Year

California’s landmark Local Control Funding Formula (LCFF) dramatically changed the way the state funds its school districts, directing greater resources to districts serving large numbers of low-income students, English learners, and students in foster care. LCFF also shifted substantially more control to school districts and communities.

Publication date: 
December 16 2014

The Language of Reform: English Learners in California’s Shifting Education Landscape

The Language of Reform: English Learners in California's Shifting Education Landscape

October 22, 2014

Amber Banks, Practice Associate
The Education Trust—West

Leni Wolf, Data and Policy Analyst
The Education Trust—West

To watch a video recording of the webinar, click here

Presented: 
October 22 2014

The Language of Reform: English Learners in California's Shifting Education Landscape

California, a state rich in cultural and linguistic diversity, serves 1.4 million English learners—more than any other state in the country and accounting for almost one-third of English learners in the entire U.S. Too often, these students face insufficient academic supports, ill-prepared teachers, and less rigorous coursework, causing them to struggle academically. However, a new analysis finds it does not have to be this way. The Education Trust–West identifies a number of districts across California that are breaking this pattern.

Publication date: 
September 23 2014

LCAP Evaluation Checklist

This month, districts across California are holding public hearings on their Local Control and Accountability Plans (LCAPs) and will adopt final budget plans by the end of June. During this exciting time, stakeholders have the opportunity to review and comment on these plans. To help support that process, The Education Trust—West (ETW) has developed a Local Control and Accountability Plan (LCAP) Evaluation Checklist.

Publication date: 
June 6 2014

Beyond Satisfactory: Redefining Teacher Evaluation and Support to Improve Teaching and Learning

Beyond Satisfactory: Redefining Teacher Evaluation and Support to Improve Teaching and Learning


June 4, 2014 

Jeannette LaFors, Director of Equity Initiatives, The Education Trust—West
Patrick Lee, Project Consultant
Jonathan Stewart, Teacher Development Director, Partnerships to Uplift Communities (PUC) Schools
Carol Littlefield-Halfman, TAP Executive Master Teacher, Lucia Mar Unified School District
Harris Luu, V.P. of Educator Effectiveness, Alliance College-Ready Public Schools

Presented: 
June 4 2014

Beyond Satisfactory: Redefining Teacher Support and Evaluation to Improve Teaching and Learning

The Education Trust—West releases initial findings from a two-year study examining innovative teacher evaluation systems in a new report titled, Beyond Satisfactory: Redefining Teacher Support and Evaluation to Improve Teaching and Learning. The report reveals that teachers and administrators generally experience the evaluation process as an objective and constructive opportunity to reflect on and improve their instruction in order to best serve all students. These systems offer teachers support in ways that are connected with teachers’ deep desires to ensure their students will achieve at high levels. The report also highlights promising practices, and it offers recommendations for improving teacher evaluation and support in California. 

Publication date: 
May 22 2014

Authentic Family and Community Engagement For Common Core Student Success

The Education Trust-West’s “Bringing Equity to the Common Core” Webinar Series
Authentic Family and Community Engagement For Common Core Student Success


Wednesday, May 7, 2014 

Amber Banks. Practice Associate, The Education Trust-West 
Patrice Guillory, External Relations Associate, The Education Trust-West  

Presented: 
May 7 2014

Learning from District Success:Promising Practices from The Education Trust–West’s District Report Cards

Learning from District Success:
Promising Practices from The Education Trust–West’s District Report Cards

 

April 30, 2014

Dr. Jeannette LaFors, Director of Equity Initiatives, The Education Trust-West
Leni Wolf, Data & Policy Analyst, The Education Trust-West  

To watch a video recording of the webinar, click here

 

Presented: 
April 30 2014

Doorways to College Aid: Boosting Access to Financial Aid in California

An analysis of newly available FAFSA (Free Application for Federal Student Aid) and Cal Grant application data from the California Student Aid Commission released today by The Education Trust—West finds that while the number of California high school seniors who complete FAFSA and Cal Grant applications is up from last year, there are still too many students across the state who are not applying for financial aid. The new data reveal that the number of high school seniors who completed FAFSA and Cal Grant applications rose from 2012 to 2013, from 54 percent to 61 percent for FAFSA and from 50 percent to 58 percent respectively. Still, the fact remains that nearly 170,000 12th graders (42%) from the class of 2013 did not complete a Cal Grant application. The new findings can be found in the latest “Equity Alert” brief from The Education Trust—West, titled, Doorways to College Aid, the follow up to last year’s full report, The Cost of Opportunity: Access to College Financial Aid in California. The brief also includes a list of the Top 100 high schools in California for FAFSA completion.

Publication date: 
February 25 2014

The Education Trust-West 2014 Policy Agenda

The past several years have jolted California’s education system like never before. Seismic shifts in school finance, standards, curriculum, and instruction sent shockwaves through our state’s education policy landscape. Long-familiar landmarks in school finance, accountability, and assessment were replaced by a host of new initiatives, including the Local Control Funding Formula, the Smarter Balanced Assessment Consortium, Common Core State Standards, and Next Generation Science Standards. In the coming years, as they ripple through our education system, these new initiatives have the potential to shift California’s focus more towards equity and close our state’s achievement and opportunity gaps. But we also know that without close attention to equitable implementation, these initiatives could widen existing gaps and create new fissures between our highest need students and their more advantaged peers. In our 2014 Policy Agenda, we recommend steps that policymakers should take in four core policy areas to ensure that students of color, low-income students, and English learners benefit from the changes in our education landscape.

Publication date: 
February 14 2014