New research details disparities in facilities funding and how state aid helps combat inequities

“When policymakers discuss educational inequality, the conversation usually centers on teachers, curriculum, or school funding. Yet one important factor often receives far less attention: the condition of the school building itself,” researchers from the Learning Policy Institute and the University at Albany wrote in an Oct. 7 report that calls for state policymakers to address unequal access to adequate school facilities.

Commission on Teacher Credentialing addresses implementation concerns for Child Development Permit and teaching performance assessments

The Oct. 22-23 meeting of the California Commission on Teacher Credentialing (CTC) saw only one action item regarding implementation issues candidates are experiencing with the newly adopted Child Development Permit structure. The commission also received several key updates about teacher performance assessments and met in […]

Fast facts on California’s students with disabilities

The percentage of students with disabilities served by California schools has increased 4 percentage points in the last decade — even as overall enrollment has declined — making up a total of roughly 15 percent of the population (more than 880,000 students) in 2025–26, according to the Public Policy Institute of California’s October fact sheet on the subject.

California School News Weekly Update: October 16, 2026

This Weekly Update provides members with the latest news from the association as well as important education-related developments. CSBA was recently the subject of a malicious cyberattack resulting in outages to some internal systems, including the primary CSBA website, training registration and email marketing systems. […]

Statement from CSBA CEO & Executive Director Vernon M. Billy calls for reciprocal accountability after release of California’s 2026 student assessment results

“California’s students, educators and school leaders deserve recognition for the gains reflected in this year’s test scores, particularly the progress demonstrated by students who have historically been underserved by our education system. But we cannot confuse modest improvement with meaningful, sustained and impactful progress.”