Early Childhood Education, Child Care, State Programs, Parent Education, Child Health, Wellness, Integrated Services, Family Programs, Program Effectiveness, State Aid, State Legislation, Grants, Proposition 10 (California 1998), and California
This report delineates evaluation findings from 43 programs that received over $8 million of state investment through Proposition 10 to support early childhood services in Kern County, California during Fiscal Year 2018-2019. To address results-based accountability of the state investment from a 50 cent-per-pack tax on cigarette and other tobacco products, this report incorporates qualitative analyses of in-depth success stories and statistical reports of quantitative data from extensive assessments of program effectiveness and service integration. A five-chapter structure is adopted to support dissemination of the multilevel findings: Chapter 1 highlights features of the impact of grant administration at the Commission level; Chapter 2 provides program-specific findings in Child Health, Family Functioning, and Child Development; Chapter 3 describes results of partnership collaboration to strengthen the system building for service integration; Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to summarize the ongoing service improvements. This report ends with Chapter 5: Conclusions and Future Directions to review past recommendations and introduce new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. The report includes two appendices, 31 figures, 78 tables, and 129 reference items. [For the First 5 Kern Annual Report: Fiscal Year 2017-2018," see ED593233.]
Pechota, Damion, Scott, Deven, and Education Commission of the States
Education Commission of the States. 6 pp.
Principals, Professional Development, School Turnaround, State Policy, Leadership Effectiveness, Instructional Leadership, Professional Autonomy, Administrator Role, Leadership Training, Elementary Secondary Education, Educational Legislation, Federal Legislation, Federal Aid, School Districts, Every Student Succeeds Act 2015, Elementary and Secondary Education Act Title I, Elementary and Secondary Education Act Title II, Florida, Colorado, Georgia, Maryland, New York, North Carolina, California, Iowa, Minnesota, Ohio, Tennessee, and Arkansas
School leadership is a key component of successful school environments and academic performance strategies. Among school-related factors, school leadership is second to teaching in its impact on student learning. In addition, research shows that strong leaders contribute significantly to successful school turnaround. To ensure that school leaders are equipped to lead their schools and effective in school improvement efforts, states can employ a variety of policy levers. This brief highlights three types of state policy initiatives that can effectively support principals as they engage in school improvement: (1) role recognition; (2) statewide support systems; and (3) federal funding.
Access to Health Care, School Health Services, Mental Health, Health Needs, Financial Support, Cooperative Planning, Agency Cooperation, Elementary Secondary Education, and California
Too few children in California have access to mental health care services. For school-aged children, locating services at school is effective and efficient: school-based health systems meet students where they are, eliminate transportation barriers, and improve both health and education outcomes. Yet few schools in the state are fully equipped to serve students' mental health needs. California should support a system of school-based mental health care with clear goals and accountability measures to improve student access. This brief identifies the need for mental health care for school-aged children in California, reviews the benefits of providing mental health support and services in schools, and makes key recommendations for State consideration that would remove barriers to school-based mental health. A comprehensive plan for student mental health should combine policies that: fund school and district staff, create an integrated education and health state-level agency, and incentivize local collaboration between counties and school districts. This report recommends the following: (1) Incentivize local coordination and support data sharing infrastructure; (2) Fund school pilot projects and Local Education Agency (LEA) coordinators with local control; and (3) Create a state-level Office of School-Based Health to establish goals and oversee Medi-Cal billing.
Fulton, Mary and Education Commission of the States
Education Commission of the States. 12 pp.
Community Colleges, Bachelors Degrees, Educational Policy, State Policy, Educational Benefits, Labor Force Development, Access to Education, Nontraditional Students, Tuition, Competition, Partnerships in Education, State Legislation, California, Colorado, Michigan, Missouri, Ohio, Oregon, South Carolina, Texas, and Wyoming
Nearly half of the states allow community colleges to award bachelor's degrees as one strategy to meet workforce demands, increase access to educational and career advancement opportunities, address affordability and raise attainment rates. Emerging research also suggests that community college bachelor's degrees may play a role in better serving a more diverse student population. Students who enroll in community college bachelor's programs are typically adult learners who are working and may not be in a position to study full time toward a bachelor's or transfer to a four-year institution. Further, the programs may address the low rates of underserved students and rural residents with a bachelor's degree. This Policy Brief captures recent state policy activity pertaining to community college bachelor's degree programs, summarizes arguments for and against these policies and offers policy considerations for states starting or expanding these programs.