In 2024–25, two-thirds of English language arts teachers at the secondary level (67 percent) intended to have students read between one to four full fiction or nonfiction books, according to the RAND Corporation’s May report Reading Full Books in Secondary English Language Arts Classrooms: Findings from the Spring 2025 American Instructional Resources Survey.
Segregation in education settings is on the rise, cautions a resource that ranks states on racial and economic segregation in public schools and offers strategies to address the issue.
The Global California 2030 initiative, which aims to have half of the state’s K-12 students participating in programs that promote proficiency in two or more languages by 2030, has led to the expansion of dual language immersion offerings. A recent brief from the UCLA Center for the Transformation of Schools considers whether current pipelines can provide enough educators who have appropriate training to meet the goal.
The U.S. Surgeon General in May published an advisory about the harms of screen use for children and adolescents as well as actions families, schools and policymakers can take to protect them.
CSBA’s Research and Education Policy Development Department published a trio of new literacy-related resources in May to support governance teams’ knowledge of prominent concepts, legislation, conversations on the subject and more.
The 2024 California Standards for the Teaching Profession place more emphasis on family engagement, and a recent report from the California Family Engagement Network covers field-level perspectives on related practices and obstacles.
Measures of children’s well-being — including education, health, economic conditions and family and community — at the national and state levels are included in the 2026 Kids Count Data Book published in June by The Annie E. Casey Foundation.
The Afterschool Alliance in May released the results of its household survey on the kind of programming parents want their children to participate in during summer and common barriers to entry.
A trio of fact sheets released by the Public Policy Institute of California (PPIC) in April give a snapshot of college readiness, access and value in the state.
The California Commission on Teacher Credentialing (CTC) met June 26 and approved recommended staff actions related to teacher misassignment monitoring sanctions — a proposal for a new intervention system of school-level teacher misassignment identification, support and improvement to increase placements of fully credentialed teachers in their relevant credential areas — despite objections from CSBA and other organizations during public comment.
