CTC approves steps toward system to address teacher misassignments

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.

Research provides recommendations to improve outcomes for youth served in alternative education settings

California’s alternative education system — particularly its Dashboard Alternative School Status (DASS) schools — is a vital but often overlooked pathway for historically marginalized and vulnerable students. A recent report from the UCLA Center for the Transformation of Schools analyzes 2022–23 data from 894 DASS schools, representing 150,009 students, to evaluate the effectiveness of these settings.

How districts can navigate the ‘math wars’

Polarized discussions on what math students should be taught and how, often referred to as the “math wars,” has been ongoing in the nation for decades. An April report by the Center on Reinventing Public Education (CRPE), Navigating the math wars: A practical guide to the divides and debates influencing math instruction, provides background on the issue and presents strategies that could help end the longstanding dispute.

New report details challenges in reclassifying English learners and recommendations to streamline the process

Reclassification of students designated as English learners (ELs) is a critical process governed by state policies that mandate using multiple criteria to ensure fairness and accuracy. However, while these policies aim to create equitable pathways for reclassification, discrepancies in local implementation can present barriers for students, according to a report released in March by Policy Analysis for California Education (PACE).

Survey results show where adults see positives and negatives in California public education

About half of adults think their local public schools are doing an excellent or good job in preparing students for jobs and the workforce, according to a recent survey of Californian’s views on education conducted between March 26 and April 3 by the Public Policy Institute of California.

The Nation’s Report Card details long-term trends in math and reading

On June 11, the National Center for Education Statistics (NCES) released the 2025 National Assessment of Educational Progress (NAEP) reading and mathematics scores for the country’s 9- and 13-year-olds. These scores come from NAEP’s Long-Term Trend (LTT) Assessment, which began in reading in 1971 and in math in 1973.