pub13 school stress

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Oeriew

AUGUST 2 0 1 3

R E P O R T

EdSourceHighlighting Strategies for Student Success

Ater ve years o intense budget cuts that inficted severe damage on a wide

range o programs in and out o the classroom, the states 30 largest school

districts are beginning to recover in some areas, but are still a long way rom

where they were beore the beginning o the Great Recession.

EdSources 2012 repor, Schools Under Sress: Pressures Moun on Californias Larges Disrics,

idenied a number o sress acors ha disrics serving one-hird o he saes 6.2 million

public school sudens had o cope wih during he previous hal-decade, in many insances

wih increasing inensiy.

Tese included inernal sress acors such as eacher and sa layos, larger class sizes, a

shorer insrucional year, ewer counselors, and cubacks in summer programs. Ohers were

exernal sress acors such as declining enrollmens and coping wih he impac o highunemploymen and increasing povery among sudens and heir amilies.

Our 2013 survey shows ha hese school disrics are experiencing ewer sresses his year

compared o las.

Mos noably, here has been a dramaic reducion in eacher layos. In addiion, many

disrics have been able o resore some or all o heir insrucional days rimmed in he prior

hree years because o budge cus. Te oreclosure crisis has eased signicanly, and unem-

ploymen is lower han i has been in ve years, which means some sudens are likely o be

experiencing less sress a home. Ta should relieve a leas some o he pressures on schools

o provide a range o suppor services o ensure ha sudens succeed.In 2012-13, as a resul o he saes slowly improving economy and he passage o he

Proposiion 30 ax measure in November 2012, school spending remained essenially a. Ta

was a welcome relie or school disrics, which had been orced o make deep cus or each

o he previous our years. Te passage o Prop. 30 avered $6 billion in rigger cus, which

would have resuled in deep reducions in programs and allowed disrics o cu as many as

hree weeks rom heir insrucional calendar. Voer approval o he iniiaive aer a con-

enious campaign also sen a welcome message ha he public is willing o suppor public

schools, helping o boos morale among educaors hroughou he sae.

This report was written

and researched by:

Louis Freedberg, Ph.D.

Susan Frey

Lisa Chavez, Ph.D.

Recoering from the RecessionPressures ease on Californias largest school districts, but stresses remain


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E d S o u r c E r E P o r T

2 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.


2 Recovering from the Recession August 2013

However, disrics are si ll sruggling in several areas and are ar rom where

hey should be o provide opimal services o heir sudens.

For example, in 2012-13 class sizes coninued o rise in kindergaren hrough

hird grade. School counselors sill remained ar below he level recommended

by he American Counselors Associaion. Disric-based summer classes or

sudens who have allen behind academically coninue o shrink in many dis-rics, and hose oering he same programs as in 2011-12 are operaing a a radi

cally reduced level compared o where hey were in 2007-08. In many disrics,

enrollmens coninue o decline, which means schools receive ewer sae dol-

lars based on he number o sudens in atendance. Child povery levels are

seadily rising, posing severe chal lenges or educaors given he high correlaion

beween a sudens socioeconomic background and school perormance.

Alhough here were ewer eacher layos during he 2012-13 school year, an

esimaed 27,000 eachers who were laid o during he pas ve years across

he sae have no been rehired, meaning ha average class sizes are likely o behigher han beore he recession. Te year-aer-year patern o layos discour-

aged poenial eachers rom enering he proession, helping o explain he all-

ing numbers o sudens in eacher preparaion programs.

Alhough unemploymen raes have declined, Caliornias overall unemploy-

men rae remains among he highes in he naion. Nearly hal o he saes 30

larges disrics serve communiies wih higher unemploymen raes han he

sae average. Almos all disrics (26 ou o 30) served more children living in

povery in 2011 han beore he Grea Recession, and saewide childhood pov-

ery is higher han in 2007-08. Because o he high correlaion o income lev-els o suden achievemen, high povery levels mean ha school disrics ace

addiional challenges o ensure ha sudens succeed.

An addiional sress acor ha school disrics had o cope wih during he

2012-13 school year was responding o he anxieies o sudens, sa, and parens

abou he saey o heir campuses ollowing he Newown, Conn., elemenary

school massacre in December 2012. Almos wo-hirds o he 30 larges disr ics

repored making changes o heir saey procedures.

Even more dauning are he challenges school disrics ace in responding o

muliple demands on he accounabiliy and assessmen ron.Al l 30 school disrics are sill subjec o he onerous requiremens o he

ederal No Child Le Behind law. As a resul, in 2012-13 an increasing num-

ber o schools and disrics have been labeled as being in need o program

improvemen, which means hey have ailed o make adequae yearly prog-

ress or wo successive years.

Te U.S. Deparmen o Educaion has so ar graned waivers rom some o

he key porions o he law o 39 saes and he Disric o Columbia. However,


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the department rejected Caliornias application or a waiver. Seven o the 30

largest districts surveyed applied through the CORE consortium or a district-

level waiver. On Aug. 6, the Department announced it would grant the waiver

or one year. Te unifed districts include Los Angeles, Long Beach, Fresno

Santa Ana, San Francisco, Sacramento City, and Oakland. An eighth district,

Sanger Unifed, is also part o the consortium.In addition, school districts are under extreme pressure to prepare or imple-

mentation o the Common Core State Standards, which includes preparing stu-

dents or new assessments that districts will be expected to administer in the

2014-15 school year. However, these assessments are still being developed, and

districts will be required to administer them, in many cases, beore the Com-

mon Core has been ully integrated into the school curriculum. In particular,

school districts must fgure out ways to adequately prepare teachers or Com-

mon Core implementation.

METHODOLOGY

In February 2013, EdSource sent e-mail surveys to the states 30 districts with the largest enrollments on

several o the stress actors discussed in this report. Follow-up phone calls in March and April were made

to veriy or obtain more inormation. In almost all cases, inormation was provided by district ofcials and

could not be checked independently by EdSource. In a handul o cases when districts were not able to

provide the requested data, we received inormation rom the teachers association in a district or

on DataQuest, the Caliornia Department o Educations database.

Because the 30 largest districts include three high school districts, we also surveyed the next three

largest K-12 districts to get inormation on class sizes in K-3 grades.

For economic indicators and health coverage rates, we used data rom the American Community Survey

or Current Population Survey o the U.S. Census. The American Community Survey provides data on

unemployment rates and poverty rates broken down by school district, but the most recent year or which

those fgures are available rom the U.S. Census is 2011.

DataQuick provided data on notices o deault and oreclosures on single-amily homes rom 2008 to

2012 within the boundaries o the states 30 largest districts.


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TREND:positive

Teacher Layoffs In spring 2013, he 30 larges disrics

issued only 848 preliminary layo noicesor less

han 1% o he eaching orceby March 15, he dead-

line mandaed by sae law. Tis was a subsanial

reducion rom jus wo years earlier, when he same

disrics issued preliminary layo noices o 10,854

eachersor 11% o he eaching orce. However, sae-

wide an esimaed 27,000 eachers who have been laid

o in he pas ve years have no been rehired.

Instructional Year Eigheen ou o Caliornias 30 larges

disrics have a school year o 180 days, which was he

minimum required by law unil 2009, when he Legis-

laure allowed school disrics o lower he minimum o

175 days. wo disrics are wihin one day o he 180-day

hreshold. However, six are sill a he 175-day level.

Unemployment Unemploymen in Caliornia has eased

in communiies across he sae rom he seasonally

unadjused rae o 12.1% in April 2010 o 8.5% in April

2013. Raes have declined in he communiies served

by al l o he 30 larges disrics. However, in 14 o hem

unemploymen raes were higher han he saewide

average, in some cases signicanly so.

Housing Foreclosures Te number o housing oreclosures

has declined dramaically rom is peak a he heigh o

he housing crisis. In 24 school disrics, oreclosures

had declined by a leas 50%, including seven disrics

where hey had declined by more han 70%. However,

saewide almos 100,000 households were oreclosed

on, and nearly 150,000 amilies received noices in 2012.

Many more amilies are si ll coping wih he long-erm

economic and psychological eecs o oreclosures ha

occurred during he pas ve years.

Health Coverage In 19 o he saes 30 larges disrics

more children under he age o 18 have healh cover-

age in 2011 han in 2008. In all 30 school disrics, he

vas majoriy o children have coverage o some kindHowever, in eigh disrics he proporion o children

lacking healh coverage is in he double digis. Te

overall improved coverage also obscures deeper healh

challenges, such as lack o access o regular denal and

vision care, and high-risk behaviors such as drinking,

smoking, drug use, and poor eaing habis.

TREND: mixed

Summer Classes Sixeen o he 30 disrics surveyedindicaed ha hey would keep heir 2013 programs

a las years levelbu hose levels in mos cases

were drasically downsized rom where hey were a

he sar o he recession. Seven disrics indicaed

ha hey would have o cu heir programs even

urher compared o he summer o 2012. Anoher

seven disrics were planning o expand heir sum-

mer programs in he summer o 2013. Cubacks in

summer programs mean ha schools lose an impor-an resource or sudens who are sruggling aca-

demically and may be in danger o ailing o graduae

Declining Enrollment Enrollmens in 17 o he saes 30

larges school disrics have declined since 2007-08

reducing sae unding based on atendance while

overhead and oher coss remain xed or rise. Dur-

ing his period, saewide enrollmen has decreased by

WHAT EDSOURCE FOUNDOur survey looked a 11 sress acors. In he secion below, we summarize our ndings. (More complee descripions

can be ound in he body o he repor.) A posiive rend indicaes ha school disrics are experiencing less sress han

in previous years. A negaive rend means ha schools are experiencing more sress han in previous years. A mixed nd-

ing indicaes ha here may have been posiive developmens in some disrics, bu he overall picure is a negaive oneAmong our 11 sress indicaors, ve were in a posiive direcion, our were in a negaive direcion, and wo were mixed.


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1%, bu in many disrics signicanly more han ha.

On he oher hand, enrollmens in 10 o he disrics

have increased, which has helped hose disrics beter

manage he economic crisis during he pas ve years.

TREND: negative

K-3 Class Sizes Caliornias ambiious Class Size Reduc-

ion program, inended o bring K-3 class sizes down o

an average o 1 eacher or every 20 sudens, coninues

o unravel. Eleven disrics had larger classes in wo or

more K-3 grades in 2012-13 han in 2011-12. welve dis-

rics now have 30 or more sudens in all K-3 grades,and anoher hree have 28 or more. Some brigh spos

are ha hree disricsincluding he saes wo larg-

es, Los A ngeles Unied and San Diego Uniedhave

been able o keep class sizes o 24 sudens or ewer

in all o heir K-3 classes. Bu he 1:20 eacher-suden

raio ha was in place ve years ago in every disric

has disappeared. Only one disricSockon Uni-

edrepored having a class size o 20 sudens, and

ha was only in kindergaren. Counselors Te oal number o counselors in he 30 dis-

rics surveyed declined by 628 since beore he Grea

Recession. Only one disricFresno Uniednow

has more counselors han i had beore he begin-

ning o he recession. welve disrics repored hav-

ing ewer counselors compared o he previous year,

and 27 disrics sill have ewer counselors han hey

had a he sar o he recession. Te decline in Los

Angeles Unied was especially noable, decreasing

rom 884 counselors in 2007-08 o 626 in 2012-13. Te

raio o counselors o sudensabou 1 counselor o

842 sudensin he saes 30 larges disrics remains

ar below he level ha allows counselors o provide he

personal atenion many sudens need.

Security Threats Te ragedy a Sandy Hook Elemenary

in Newown, Conn., in December 2012 raised anxieies

among sudens, parens, and eachers regarding school

securiy, and pu pressure on disrics o reassess heir

saey plans. weny-seven o he 30 disrics reviewed

heir saey plans, and 19 made changes o heir plansTireen increased securiy measures, rom adding

peepholes in classroom doors and insalling camera

sysems o improving ID badge sysems or employees

and increasing visis o police ofcers and oher law

enorcemen personnel.

Childhood Poverty Nearly all o he saes 30 larges school

disrics are enrolling more sudens living in povery han

beore he Grea Recession. In 2011, a higher proporion

o sudens were living in povery in 26 ou o he saes30 larges disrics han in 2007-08, according o he

Census Bureaus American Communiy Survey. In 2007-

08, 51% o Caliornias public school sudens were poor

enough o qualiy or he ederal ree and reduced-price

meals program. By 2011-12, ha proporion had grown

o 58%. From an educaors perspecive, his is a cause or

concern because o he high correlaion beween amily

income levels and academic achievemen.

WHAT EDSOURCE FOUND cont.


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Our goal is o look a schools in a more mulidimen-sional way han simply hrough he lens o how hey are

doing on es scores and oher accounabiliy measures.

We dene a sress acor as any inernal or exernal

inuence ha makes i more difcul or a school or disric

o carry ou is basic mission o providing a high qualiy

educaion o all is sudens, as well as o ensure ha is su-

dens succeed on sae and ederal accounabiliy measures.

Each sress acor aecs schools, disrics, and chil-

dren in dieren ways. Te acors are no inended o be asaisical measure o how much sress a disric is under.

However, he concep o a sress acor provides

a convenien ramework o organize he muliple ways

schools have been aeced by he saes budge crisis, he

pressures hey ace in he mos economically disressed

communiies in he sae, and he degree o which hese

pressures are easing in response o changes in he sae

and naional economies.

In this report, we have identied 11 such stress actors.

Inernal sress acors include eacher layos, larger

class sizes, ewer insrucional days, ewer counselors,

cubacks in summer school, and securiy hreas.

Exernal sress acors are declining enrollmens,

increasing childhood povery, high unemploymen,

oreclosures, and healh insurance coverage.

Tere are a number o oher sress acors ha we did

no ideniy in his repor. Tese migh include wheher a

disric closed schools or experienced labor srie, increasing ruancy raes, or he exen o which nancial reserves

have been depleed.

For a range o reasons, we did no review hese acors

in his repor, bu where appropriae will do so in uure

repors as a way o provide a comprehensive picure o he

challenges acing he saes larges school disrics.

Also, we do no sugges ha hese sress acors are

o equal severiy, or ha hey have he same or similar

impac on every school disric.School ofcials oen say ha he mos sressul conse-

quences o he saes budge crisis have been eacher and

sa layos, including he pracice o issuing preliminary

noices o cericaed sa by he March 15 legal deadline

ypically in ar larger numbers han hose evenually laid

o permanenly.

Layos, as well as he hrea o being laid o, have a rip-

pling eec across a school, and are el by parens, children

and remaining sa. Some research indicaes ha hey alsohave an impac on sudens academic achievemen. Tus, he

decline in layos and layo noices described in his repor is

likely o have more o an impac on a school communiy han

some o he oher posiive rends we have idenied.

Oher sress acors, such as increasing class sizes in he

elemenary grades, have a less, hough sill signican, im-

pac, and will be el only in cerain classrooms or schools.

DEFINING SCHOOL STRESSIn this report, we describe the multiple challenges aced by school districts as stress actors, and show

whether these stresses have increased, diminished, or stayed the same since 2011-12 and, in some areas, since

2007-08 beore the recession began.


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STRESS FACTOR:TEACHER LAYOFFS

Survey Findings: Teacher layos decline dramatically

In a dramaic reversal o earlier rends, he number o eachers receiving layo

noices plummeed in 2012-13, relieving he overall sress load on school disrics.

In spring 2013, Caliornias 30 larges disrics issued only 848 preliminarylayo noices1 by March 15, he deadline mandaed by sae law. 2 Nearly hal (14

disrics) issued no layo noices a alland only one, San Bernardino Ciy

Unied wih 160 layo noicesissued more han 100.

Tis represens a subsanial reducion rom jus wo years ago, when he 30

larges disrics issued 10,854 pink slips. Ta mean one in 10 eachers in hose

disrics received such a noice. In 2012-13, ewer han one in a 100 received one

Te decline in layo noices in he larges disrics is mirrored by similar

reducions saewide. Te Caliornia eachers Associaion esimaes ha dis-

rics issued 3,000 preliminary layo noices o eachers and cerain oher cer-icaed sa by March 15.

In general, he picure is really good, said Dean Vogel, presiden o he Cali-

ornia eachers Associaion. Were aking a breah; were very happy abou ha.

Tese reducions are in large par atribuable o he unds generaed by he

passage o Proposiion 30 in November 2012. Eigheen o he 30 larges disrics

credied Prop. 30 wih allowing hem o aver all or mos layos.

A he same ime, schools are managing wih ar ewer eachers han beore

he sar o he Grea Recession. According o Ed-Daa, 26,525 ewer eachers

were in Cali ornia classrooms in 2011-12 han in 2007-08abou a 10% reducion. In mos cases, hese eachers have no been rehired.

Impact o Fewer Teacher Layos

Te decline in layo noices, and in evenual permanen layos, represens a

signican easing o he overall sress load ha Caliornia schools have experi-

enced in recen years. Among he many sress acors idenied in his repor

eacher and oher sa layos may have he greaes impac, which is why he

reducions in his area are so signican.

Jus he hrea o layos can demoralize sa, wih a r ippling eec in classrooms and hroughou a disric.3 Tus, even when eachers are rehired, he

issuing o layo noices can inic signican damage on he culure o a school

eacher urnover has an impac on suden achievemen, according o a com-

pelling sudy in New York Ciy,4 which concluded ha eacher urnover has a

signican and negaive eec on suden achievemen in boh mah and English

language ars. Te sudy also ound ha eacher urnover is paricularly harm-

ul o sudens in schools wih large populaions o low-perorming sudens.

NOTES

1 Not included in these numbers are temporary

teachers, who are hired or a year or less. Districts

can choose to not rehire temporary teachers with-

out giving them pink slip warnings in March. No

state statistics are available to indicate how many

temporary teachers were laid o.

2 See also Dramatic dip in pink slips given toteachers by Susan Frey and John Fensterwald,

EdSource Today, March 14, 2013.

3 Victims of the Churn,The Education Trust-West,

2011.

4How Teacher Turnover Harms Student Achievement

by Matthew Roneldt, et al., National Bureau o

Economic Research, June 2011.

The decline in layo

notices, and in eventual

permanent layos,

represents a signicant

easing o the overall

stress load that Caliornia

schools have experienced

in recent years.
http://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9Ihttp://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9Ihttp://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9Ihttp://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9Ihttp://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9Ihttp://www.edtrust.org/westhttp://www.edtrust.org/westhttp://www.edtrust.org/westhttp://www.nber.org/papers/w17176http://www.nber.org/papers/w17176http://www.nber.org/papers/w17176http://www.nber.org/papers/w17176http://www.edtrust.org/westhttp://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9Ihttp://www.edsource.org/today/2013/dramatic-dip-in-pink-slips-given-to-teachers/28616#.UcTGsevcn9I


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Anaheim Union High

Capistrano

Chino ValleyClovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton

Sweetwater Union High

Twin Rivers

Total

1,277

2,144

1,2061,679

2,209

2,779

1,677

1,492

3,554

1,946

1,662

3,464

32,713

1,249

1,537

1,630

2,652

1,282

1,702

2,119

1,236

2,538

7,060

3,392

1,675

2,179

2,494

2,000

1,766

1,511

95,824

10

0

540

0

445

70

0

257

0

6

683

5,456

0

184

95

438

0

455

408

66

257

1,374

147

0

237

0

100

0

112

10,854 (11%)

0

0

30

0

322

42

0

0

23

38

0

0

0

274

855

333

0

206

967

0

160

0

90

0

59

0

16

598

74

848 (0.9%)

Number of Teachers,2011121District

Preliminary Layoff Notices,Spring 2011

Preliminary Layoff Notices,Spring 2013

Data: EdSource district survey February-April ; Sacram ento City EdSource 6/Teachers Association; Californ ia Department of Education (DataQuest), 4/

NOTES

1 Data rom Caliornia Department o Education

(DataQuest), 4/2013.

2 This represents 17.9 ull-time equivalent (FTE)

teachers. Some teachers are working part time.

3 In Garden Grove Unifed, both teachers were pro-

bationary teachers in their frst or second year o

teaching. In Oakland Unifed, 11 teachers receiving

layo notices were probationary teachers and the

rest were adult education teachers.

4 This represenets 26.2 ull-time equivalent (FTE)

teachers.


teachers.


teachers. O those notices, 13 were to adult educa-

tion teachers.

7 Another 12 teachers with child development cre-

dentials teaching in preschool programs were also

given notices.

8 This represents about 40 ull-time equivalent(FTE) positions primarily in career tech and adult

education.

TEACHER PRELIMINARY LAYOFF NOTICES


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STRESS FACTOR:LARGER CLASS SIZES

Survey Findings: K-3 class sizes continue to grow across the state

Caliornias ambiious K-3 Class Size Reducion program, iniiaed in 1996 o

bring kindergaren hrough 3rd grade class sizes down o one eacher or every

20 sudens, has coninued o unravel across he sae.Eleven school disrics indicaed ha hey had larger classes in wo or more

K-3 grades in 2012-13 han in 2011-12. welve disrics in 2012-13 had 30 or more

sudens in all K-3 grades, and anoher hree had 28 or more.

Noable brigh spos were San Francisco Unied and San Diego Unied

which have managed o keep K-3 average class sizes below 23 sudens. Los

Angeles Unied also has smaller class sizes han mos disricsan average o

24 in K-3 grades. Jus one disricSockon Uniedrepored having class

sizes o 20 sudens, and ha was only in kindergaren.

Tis is a dramaic change rom 2008-09, when almos all K-3 classroomsin he sae sill had an average eacher-suden raio o 1 o 20. Ta began o

change in 2009-10 aer lawmakers, in an eor o give school disrics more

exibiliy in how hey spen shrinking sae unds, relaxed he requiremens

imposed on disrics o receive he sae subsidy o more han $1,000 per suden

or keeping class sizes o 20 sudens.

I is possible, however, ha increases in K-3 class sizes will be reversed as a

resul o incenives conained in he Local Conrol Funding Formula approved

by he Legislaure in June 2013. Disrics will receive an add-on o $712 or each

K-3 suden i disrics make progress oward bringing average class sizes downo 24 sudens during he nex eigh years, or i hey se a dieren goal based on

bargaining wih local eachers unions.

Impact o Larger Class Sizes

Research on he impac o increasing K-3 class sizes on suden achievemen has

been mixed. Because he pool o credible sudies is small and he indiv idual

sudies dier in he seting, mehod, grades, and magniude o class size varia

ion ha is sudied, conclusions have o be enaive, an exensive review in

2011 by he Brookings Insiuion1

concluded.Te review did nd ha reducions o seven o en ewer sudens per class

can have a posiive impac on suden achievemen, paricularly or low-income

sudens. An Educaion Week review2 ended o suppor he Brookings repor,

adding ha smaller class sizes do no necessarily ranslae ino beter learning.

Wha is clear is ha Caliornias smaller K-3 class sizes have been exremely

popular among parens and eachers. Larger class sizes may make eaching in hose

grades less appealing and discourage some parens rom enrolling heir sudens in

more crowded classrooms, hereby eroding popular suppor or public schools.

NOTES

1 Class Size: What Research Says and What it

Means for State Policy, Brookings Institution, May

2011.

2 Class Size, Education Week, Updated July 1,

2011.

It is possible, however,

that increases in K-3

class sizes will be

reversed as a result o

incentives contained in

the Local Control Funding

Formula approved by the

Legislature in June 2013.
http://www.brookings.edu/~/media/Files/rc/papers/2011/0511_class_size_whitehurst_chingos/0511_class_size_whitehurst_chingos.pdfhttp://www.brookings.edu/~/media/Files/rc/papers/2011/0511_class_size_whitehurst_chingos/0511_class_size_whitehurst_chingos.pdfhttp://www.brookings.edu/~/media/Files/rc/papers/2011/0511_class_size_whitehurst_chingos/0511_class_size_whitehurst_chingos.pdfhttp://www.brookings.edu/~/media/Files/rc/papers/2011/0511_class_size_whitehurst_chingos/0511_class_size_whitehurst_chingos.pdfhttp://www.edweek.org/ew/issues/class-sizehttp://www.edweek.org/ew/issues/class-sizehttp://www.edweek.org/ew/issues/class-sizehttp://www.edweek.org/ew/issues/class-sizehttp://www.brookings.edu/~/media/Files/rc/papers/2011/0511_class_size_whitehurst_chingos/0511_class_size_whitehurst_chingos.pdfhttp://www.brookings.edu/~/media/Files/rc/papers/2011/0511_class_size_whitehurst_chingos/0511_class_size_whitehurst_chingos.pdf


10/34





Capistrano

Chino Valley

Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Lodi

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland1

Orange

Poway2

Riverside

Sacramento CitySaddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan3

Santa Ana

Stockton

Temecula Valley

Twin Rivers

32

31

26.5

27

24

31

30

26

27

26

30

24

33

30

32

27

27.4

26

24

28

28.4

33

22.2

22

30

31

31

20

29

25

33

30

27.1

27

24

31

30

26

26

27

30

24

33

30

31

30

28.2

26

30

28

28.6

33

22.2

22

30

31

30

32

29

28

33

31

27.1

27

24

31

30

30

26

27

30

24

33

30

31

30

28.8

26

30

28

28.6

33

22

22

30

31

30

32

29

28

33

31

27.1

27

24

31

30

30

28

25

30

24

33

30

31

30

29.8

26

30

28

28.6

33

22.1

22

30

31

30

32

29

28

KDistrict 31 2

Data: EdSource district survey February-April ; EdSource 6/Oakland Education Association

NOTES

1 This represents the contract maximum, but typi-

cally class sizes are at the maximum, according to

the Oakland Education Association.

2 The maximum size in Poway Unifed or these

grades is 28.

3 This represents the number specifed in the bar-

gaining agreement. San Juan Unifed was unable toprovide actual numbers at the time the survey was

administered.

KINDERGARTEN THROUGH 3RD GRADE CLASSSIZES, 201213


11/34





STRESS FACTOR:INSTRUCTIONAL TIME

Survey Findings: More than hal o the 30 largest districts have

restored their instructional year to 180 days

In 2012, Caliornia school disrics aced he possibiliy ha hey migh have

o cu heir school year o as litle as 163 days i Proposiion 30 were rejeced byvoers and so-called rigger cus wen ino eec.

Tis would have been in addiion o reducions many school disrics had

made rom he previous minimum level o 180 days o he curren 175-day mini-

mum enaced by he Legislaure in 2009, which was inended o give school dis-

rics more exibiliy o respond o deep budge cus.

Wih he passage o Prop. 30 in November 2012, urher reducions in he

insrucional calendar were avered, and eigh o he 30 disrics surveyed were

able o resore los insrucional days. In 2012-13, 18 ou o Caliornias 30 larges

disrics had a 180-day school year. Anoher wo disrics came wihin one dayo he 180-day hreshold. Disrics such as Elk Grove Unied and Poway Unied

were able o resore a ull week o heir insrucional years.

Bu he picure is decidedly a mixed one. Tis pas year, some disrics have cu

heir insrucional calendar. Capisrano Unied decreased is insrucional year

by a ull week, and hree oher disrics cu one or more days rom heir calendars

Six o he saes 30 larges disrics sill had a 175-day insrucional year, a ull

week less han heir previous level. Ta compares wih nine disrics in 2011-12.

Impact o Shorter School YearNo research has been conduced on he impac o ewer insrucional days in

Caliornia, bu research rom oher saes suggess ha reducions o jus a ew

days can make a dierence in academic oucomes.

A Maryland sudy, or example, showed ha he pass rae or 3rd grade mah

and reading assessmens ell by more han a hal percen or each school day los

o an unscheduled closure.1 Oher sudies showed ha adding 10 days o insruc

ion led o more posiive oucomes among 3rd graders han repeaing a grade, hav-

ing a beter eacher, or reducing class sizes by our sudens.2

Depending on how many days are cu, less ime in he classroom can makei more difcul o complee curriculum requiremens. Because eachers may be

under pressure o ge hrough he required maerial, hey may no be able o give

sudens as much atenion as hey have in he pas.

NOTES

1Time or school?by David Marcotte & Benjamin

Hansen, Education Next, Winter 2010.

2 Unscheduled School Closings and Student Per-ormance by David Marcotte & Steven Hemelt,

Institute or the Study o Labor, July 2007.

With the passage o Prop. 30

in November 2012,

urther reductions in the

instructional calendar have

been averted, and severalCaliornia districts have

been able to restore lost

instructional days.
http://www.educationnext.org/time-for-school/http://www.educationnext.org/time-for-school/http://www.educationnext.org/time-for-school/http://localhost/var/www/apps/conversion/tmp/scratch_1/ftp.iza.org/dp2923.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/ftp.iza.org/dp2923.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/ftp.iza.org/dp2923.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/ftp.iza.org/dp2923.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/ftp.iza.org/dp2923.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/ftp.iza.org/dp2923.pdfhttp://www.educationnext.org/time-for-school/


12/34





Anaheim Union High

Capistrano

Chino Valley

Clovis

Corona-Norco

Elk Grove3

Fontana

Fremont

Fresno

Garden Grove

Kern Union HighLong Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside4

Sacramento City5

Saddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton


Twin Rivers

179

175

180

1802

175

180

180

180

180

177

180

180

180

180

175

180

180

180

180

178

178

175

175

180

180

179

180

180

177

175

District

Number ofInstructional Days,

201213

179

1791

175

180

175

175

180

180

180

176

180

180

180

180

176

180

180

175

176

177

175

175

175

176

180

180

180

180

180

175

Number ofInstructional Days,

201112Compared with

Previous Year, 201112

Increased

Same

Decreased

Data: EdSource District Survey FebruaryApril ; EdSource 6/Sacramento City Teachers Association

NOTES1 The school year was reduced by one day only

because o a Southern Caliornia blackout.

2 Only 179 days or elementary students.

3 Elk Grove Unifed has year-round schools. The

days in the chart are or the schools under the

traditional schedule.

4 181 days or middle school in 2012-13 and 177

days or middle school in 2011-12.

5 The district decreased the number o days rom

previous years but converted some minimum days

to ull days so the total minutes o instructionremained relatively the same, according to the

district.

INSTRUCTIONAL DAYS


13/34





STRESS FACTOR:FEWER SCHOOL COUNSELORS

Survey Findings: Drastic shortage o counselors continues

Te saes larges disrics coninue o suer rom a shorage o counselors, wih

12 disrics having ewer counselors in 2012-13 han in 2011-12.

O Caliornias 30 larges disrics, 27 had ewer counselors in 2012-13 hanhey had prior o he recessionup rom 23 in 2011-12. Te decline in Los

Angeles Unied was especia lly noable, decreasing rom 884 counselors in

2007-08 o 626 in 2012-13. Te oal number o counselors in he 30 disrics in

2012-13 reecs a 21% decline rom pre-recession levels. Across all 30 disrics,

he raio o counselors o sudens was 1 o 842, a beter raio han he sae as

a whole.

Te mos recen daa rom he Naional Cener or Educaion Saisics shows

Caliornia ranking las in 2010-11 in he number o counselors per suden, wih a

raio o 1 counselor o 1,016 sudens compared wih 1 o 471 naionally.1

Only one disricFresno Uniedrepored having more counselors in 2012-

13 han beore he Grea Recession. However, ew disrics issued preliminary

layo noices o counselors in any signican numbers in 201213.

Impact o Fewer Counselors

In 2012-13, greaer atenion has been paid o he imporan role ha school

counselors can play in ideniying sudens wih menal healh problems, pro-

viding hem wih counseling, and reerring hem o menal healh providers

i necessary.Te Whie House has made childrens menal healh a major ocus, and in

response o he broader concerns raised by he Sandy Hook Elemenary k illings

has sough unding or addiional school counselors and oher suppor sa o

help creae a sae and nururing school climae. 2

Research sudies 3 also show ha school counselors can make a signican di-

erence in improving suden academic oucomes. Te mos eecive programs

allow counselors o spend more ime wih sudens han on adminisraive duies.4

Some school disrics are rying o make up or having ewer counselors by reduc-

ing he ime he remaining counselors spend on paperwork.Bu he overall hin ranks o school counselors means ha mos sudens will

be hard pressed o ge he personal atenion hey need, wheher or academic or

menal healh reasons.

NOTES

1 The American School Counselor Association

recommends a 1 counselor to 250 students ratio.

2 See the article in the Washington Post.

3 See or example, Paving the road to college: How

school counselors help students succeed by Rich-

ard T. Lapan & Karen Harrington, Center or School

Counseling Outcome Research and Evaluation, Uni-

versity o Massachusetts: Amherst, 2008.

4The Impact o More Fully Implemented Guidance

Programs on the School Experiences o High School

Students: A Statewide Evaluation Study by Richard

T. Lapan, Norman C. Gysbers & Yongmin Sun,Jour-nal of Counseling & School Development, vol. 75,

pp. 292302, 1997.

The White House has made

childrens mental health

a major ocus.
http://www.schoolcounselor.org/http://www.schoolcounselor.org/http://www.schoolcounselor.org/http://www.schoolcounselor.org/http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/16/obamas-proposals-on-school-safety/http://www.umass.edu/schoolcounseling/research-monographs.phphttp://www.umass.edu/schoolcounseling/research-monographs.phphttp://www.umass.edu/schoolcounseling/research-monographs.phphttp://www.umass.edu/schoolcounseling/research-monographs.phphttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://localhost/var/www/apps/conversion/tmp/scratch_1/connection.ebscohost.com/c/articles/9705023990/impact-more-fully-implemented-guidance-programs-school-experiences-high-school-students-statewide-evaluation-studyhttp://www.umass.edu/schoolcounseling/research-monographs.phphttp://www.umass.edu/schoolcounseling/research-monographs.phphttp://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/16/obamas-proposals-on-school-safety/http://www.schoolcounselor.org/


14/34





Anaheim Union High

CapistranoChino Valley

Clovis3

Corona-Norco

Elk Grove

Fontana4

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo5

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley6

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton


Twin Rivers*

Totals

71

331

33

55

72

91

69

38

65

53

105

131.7

884

491

83

0

341

56

49

49.3

26

124

329

151

531

64

68

69

135

3,040

67

14.62

33

38

60

73

50

23

73

40

98

119.5

666

51

56

0

20

44

38.8

45.6

14

127

235

152

37

47

60

53

119

27.8

2,482.3

67

16.42

25

43

62

73

62

23

75

38

102

116

626

43

57

0

21

32

34

36

16

113

229

138

37

46

62

63

119

38

2,412.4

0

0

0

0

0

0

0

0

0

0

1

0

0

0

0

0

0

0

2

0

0

67

0

10

0

1

0

16

5

4

45

District

# of CounselorsNow Comparedwith 200708

# ofCounselorsin 201213

# ofCounselorsin 201112

# ofCounselors

Prior to 200708Recession

PreliminaryLayoff NoticesMarch 2013

Increased

Same

Decreased

Data: EdSource district survey February-April ; Sacram ento City EdSource 6/Teachers Association; California Department of Education

NOTES

1 Data rom the Caliornia Department o Educa-

tion (CDE).

2 This represents the ull-time equivalent num-

ber o counselors in Capistrano Unifed. Because

some counselors work part time, the total number

o counselors in 2012-13 is 23.

3 Counselors in Clovis Unifed are called guidanceand learning directors. Totals include three part-

time counselors in 2006-07 and 2012-13, and

two part-time counselors in 2011-12.

4 Fontana Unifed cut counselors hours and

renamed them comprehensive student support

providers and academic pathway advisers.

5 Mt. Diablo Unifed has student services coor-

dinators, who provide some o the counselor

unctions.

6 Totals or Saddleback Valley Unifed include ull-

time and part-time counselors.

7 Although six counselors in San Bernadino City

Unifed received pink slips, the district says it does

not intend to eliminate those positions. Teachers

with more seniority who also have counseling cre-

dentials will fll the positions i the counselors are

fnally laid o.Note: In 2007-08, depending on the response o the district, the fgures may be rom 2006-07 or 2007-08.

*No data or 2007-08 because Twin Rivers only became a district in 2008-09.

SCHOOL COUNSELORS


15/34





STRESS FACTOR:FEWER SUMMER CLASSES

Survey Findings: School summer classes or at-risk students are

still threatened

Providing summer classes or academically a-risk sudens remains a major

challenge or many school disrics.Alhough 16 ou o he saes 30 larges disrics repored ha hey would keep

heir programs in he summer o 2013 a las years level, in mos cases hey had

already drasically downsized hem since he sar o he recession. Los Angeles

Unied is spending $1 million on high school credi-recovery programs or abou

7,000 sudens compared wih $42 million on sudens in every grade beore he

recession. Trough grans, he disric coninues o oer recreaion programs

wih an academic componen or 26,500 elemenary and middle school sudens.

Seven disrics said hey would have o cu heir programs even urher in

2013 compared o las summer. Anoher seven disrics said hey would makemore classes available.

A signican change rom summer 2011, in which all disrics oered sum-

mer programs o some kind, is ha wo disricsAnaheim Union High and

Long Beach Uniedplan o oer none his summer.

Some disrics, such as San Francisco Unied and M. Diablo Unied, par-

ner wih ciy agencies o provide summer enrichmen programs. Fresno Uni-

ed is relying on local college sudens who voluneer o work wih sudens on

mah, science, and reading.1 In addiion, disrics such as Sacrameno Ciy Uni-

ed, San Bernardino Ciy Unied, and Sana Ana Unied bene rom undingrom privae sources, such as he David and Lucile Packard Foundaion.

Impact o Fewer Summer Programs

Cubacks in summer programs mean ha schools lose an imporan resource

or sudens who are sruggl ing academically and, in some cases, may be in dan-

ger o dropping ou. Te loss o summer programs places addiional pressures

on eachers o help heir sudens make up or los ground when hey reurn o

school in he all.

Even sudens who are no sruggling are a risk o losing considerable aca-demic ground during he summer. A 2011 Rand Corporaion repor summarized

research showing ha by he end o he summer, sudens on average perorm

one monh behind where hey le o in he spring. 2 Te repor noed ha low-

income sudens are likely o lose even more ground, ha hese learning losses

are cumulaive, and ha sudens may never overcome hem.

I is hereore likely ha a long summer break wihou any academic insruc-

ion conribues o he achievemen gap.

NOTES

1 Fresno, Central school districts praised or

summer education eorts,Fresno Bee, May 30, 2013.

2Making Summer Count, RAND Corporation, June

2011.

Cutbacks in summer

programs mean that

schools lose an important

resource or students

who are struggling

academically and, in some

cases, may be in danger

o dropping out.
http://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.htmlhttp://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.htmlhttp://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.htmlhttp://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.htmlhttp://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.htmlhttp://www.rand.org/pubs/monographs/MG1120.htmlhttp://www.rand.org/pubs/monographs/MG1120.htmlhttp://www.rand.org/pubs/monographs/MG1120.htmlhttp://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.htmlhttp://www.fresnobee.com/2013/05/30/3320423/fresno-central-school-districts.html


16/34





Anaheim Union High

Capistrano

Chino Valley

Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton


Twin Rivers

Not Applicable1

No

Yes

Yes

No

Yes

No

Yes

Yes

Yes

Not Applicable1

No

Yes

No

No

Yes

Yes

No

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Not Applicable1

Yes

No

No

Yes

Yes

No

Yes

No

Yes

Yes

Yes

Not Applicable1

No

Yes

No

No

Yes

Yes

No

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

District HighElementary Middle

Districts Offering Some Summer Programsin Summer 2012

Plans for Summer 2013

More

Same

Less

2

3

4

5

Data: EdSource district survey February-April ; San Franciscos EdSource 6/Department of Children, Youth and The ir Families, 4/;Santa Anas THINK Together, 4/

NOTES

1 Anaheim Union, Kern Union, and Sweetwater

Union are high school districts. Kern Union serves

grades 712.

2 Summer programs were not fnalized in April

when the survey was conducted. Corona-Norco

Unifed expects them to be the same as last year.

3 Elk Grove Unifed expects smaller elementary

and middle school program enrollment, but a

larger high school enrollment.4 Long Beach Unifed will have no high school pro-

gram this summer.

5 San Francisco Unifed expects possibly slightly

more enrollment than summer 2012 depending on

whether grant unding comes through.

Note: Summer school programs or special education students that are required by law are not included in this summary.Programs that require students to pay ees, such as those oered through local community colleges or private entities, arealso not included.

SUMMER PROGRAMS


17/34





STRESS FACTOR:SECURITY THREATS

Survey Findings: Schools experienced renewed saety concerns

and in many cases instituted new security measures

Te deahs o 20 elemenary school children and six o heir eachers and adminis-

raors a Sandy Hook Elemenary School in Newown, Conn., in December 2012orced school disrics o ake a hard look a heir school saey procedures.

According o our survey, 27 o he 30 larges disrics reviewed heir saey

plans aer he killings, and 19 made changes o heir plans. Tireen added

securiy measures o some kind. Tese included:

Los Angeles Unied insiued a plan o have police ofcers and oher law

enorcemen personnel visi every elemenary school or middle school on a

daily basis.

Elk Grove Unied cal led in o-duy Sacrameno Couny sheri s depuies o

increase heir visibiliy a middle and elemenary schools so exising schoolresource ofcers could ocus heir atenion on high school campuses.

Monebello Unied added resource ofcers a all o is high schools, insalled

camera sysems a school aciliies hroughou he disric, creaed online

versions o heir saey plans, and made hard copies o g ive o rs respond-

ers in he even o an emergency.

Corona-Norco Unied required all o is approximaely 5,000 employees a

52 disr ic locaions o wear idenicaion badges a all imes.

Fremon Unied added peepholes o classroom doors, while Sana Ana Uni-

ed insiued midyear saey checks a each o is school sies.

Impact o increased security threats

In he days and weeks ollowing he Sandy Hook Elemenary killings, school

adminisraors had o ake immediae seps o reassure sudens and parens

ha school aciliies provided a reasonable level o securiy in he even o an

unexpeced caasrophic atack.

Aer he immediae crisis, disrics already suering rom deep budge cus

and reduced nancial reserves aced addiional nancial and organizaional

pressures o insiue new saey measures. Tese can be expensive and beyondhe means o nancially srapped school disrics.

Disric adminisraors mus balance he need o inves signican resources

ino creaing more secure school environmens agains wha is sill a very unlikely

hreaan atack even remoely resembling wha occurred a Sandy Hook Elemen-

ary. Many disrics are sill examining he securiy o heir campuses in general

and are rying o deermine how o und addiional saey measures. Ohers like

San Diego Unied and Corona-Norco are considering bond measures o nance

increased securiy measuressuch as or encing on Corona-Norco campuses.

District administrators

must balance the need toinvest signicant resources

into creating more secure

school environments

against what is still a very

unlikely threatan attack

even remotely resembling

what occurred at Sandy

Hook Elementary.


18/34





Anaheim Union High

Capistrano

Chino Valley

Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback ValleySan Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton


Twin Rivers

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes2

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

YesYes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

No

Yes

No1

No

Yes

Yes

Yes

Yes

Yes

No

No

Yes

Yes

Yes

Yes

Yes

Yes3

Yes

No

Yes

YesYes

No4

No

No

Yes

Yes

No5

Yes

No

District Reviewed safety plan Made changes in safety procedures

Data: EdSource survey February-April EdSource 6/

NOTES

1 Chino Valley added extra security personnel, but

only on Dec. 14, 2012.

2 Garden Grove said its saety review and updat-

ing o its plans were not related to the Newtown

shootings. Plans are always being reviewed and

updated.

3 Oakland audited and reinorced crisis manage-

ment protocols with its own police orce.

4 San Diego will be making changes, but hadnt

done them at the time o the survey.

5 By January, Stockton had reconfgured access

to all its schools so there is only one main entry

point. However, this was not in response to theNewtown shootings.

REvIEW OF SCHOOL SAFETY, 2012-13


19/34





STRESS FACTOR:DECLINING ENROLLMENT

What the Data Show: Enrollments continue to decline in many

districts

More han hal o he disrics surveyed by EdSource showed declines in su-

den enrollmen since he beginning o he Grea Recession.Declining enrollmen ypically places nancial sresses on disrics because

schools receive unds rom he sae based on he number o sudens in aten

dance. Fewer sudens mean less revenue or schools even as overhead coss

such as building mainenance and elecriciy, remain xed. Declining enroll-

men may also conribue o having o lay o sa, or even close schools.

O he saes 30 larges school disrics, 17 showed declining enrollmen be-

ween 2007-08 and 2012-13. In Los Angeles Unied, enrollmen dropped by nearly

40,000 sudensa larger number han he oal enrollmen in mos disrics

Enrollmens a boh M. Diablo Unied and Saddleback Valley Unied droppednearly 10%. Monebello Unieds enrollmen declined by almos 9%, Chino Valley

Unieds by 7%, and Long Beach Unieds by almos 7%.

In he pas year alone, enrollmen dropped by 500 sudens or more in 11 schoo

disrics (compared o enrollmen increases o 500 or more in ve disrics).

On he oher hand, some disric enrollmens have increased, which has

helped hose disrics beter manage he economic crises o he pas ve years

Beween 2007-08 and 2012-13, Clovis Unieds suden body rose more han 8%,

and San Jose Unieds and Poway Unieds enrollmens jumped by abou 6%.

Saewide, beween 2007-08 and 2012-13, enrollmen declined by 1%, rom6,275,469 o 6,214,199 sudens. Tis saewide dip in enrollmen, alhough

sligh, reecs a hisoric reversal o a wo-decade rend, which began in he early

1980s, during which oal K-12 school enrollmen in Caliornia rose seadily

Enrollmen peaked a 6,322,141 in 2004-05.

Impact o Declining Enrollment

When enrollmen declines signicanly, disrics almos cerainly have o lay

o eachers and oher classroom personnel, wih a poenial rippling eec on

morale and produciviy hroughou a school or disric.Declining enrollmen can lead o school closures, which ypically are among he

mos sressul acions school adminisraors can ake. Sacrameno Ciy Unieds

school board voed o close seven elemenary schools in spring 2013 in response o a

$5.6 million budge gap. Long Beach closed one K-8 school a he end o he school

year, he sevenh such school i has closed since 2008. Oakland Unied, whose reg

ular public school enrollmen has plummeed in par as a resul o rising charer

school enrollmen, closed ve elemenary schools a he end o he 2012 school year

When enrollment declines

signicantly, districtsalmost certainly have to

lay o teachers and

other classroom personnel,

with a potential rippling

eect on morale and

productivity throughout a

school or district.


20/34





Los Angeles

San Diego

Long BeachFresno

Elk Grove

Santa Ana

San Francisco

San Bernardino City

Capistrano

Corona-Norco

San Juan

Sacramento City

Garden Grove

Oakland

Riverside


Fontana

Clovis

Stockton

Kern Union High

Poway

Moreno Valley

Fremont

San Jose

Anaheim Union High

Mt. Diablo

Twin Rivers

Chino Valley

Montebello

Saddleback Valley

Total

693,680

131,577

88,18676,460

62,294

57,061

55,069

56,727

52,390

51,322

47,400

48,446

48,669

46,431

43,560

42,591

41,959

36,810

38,408

37,341

33,283

37,126

31,948

31,230

33,343

35,355

30,927*

33,047

33,493

33,558

2,089,691

662,140

131,016

83,69174,235

62,123

57,250

56,222

54,378

53,170

53,467

47,245

47,939

47,999

46,472

42,403

40,619

40,592

39,040

38,810

37,505

34,569

35,690

32,829

33,306

32,704

33,987

31,637

31,315

31,316

30,885

2,044,554

655,455

130,271

82,25673,689

62,137

57,410

56,970

53,821

53,785

53,437

47,752

47,616

47,599

46,486

42,560

40,916

40,374

39,894

38,435

37,070

35,196

34,924

33,308

33,184

32,085

32,001

31,420

30,705

30,564

30,355

2,031,675

5.5%

1.0%

6.7%3.6%

0%

+0.6%

+3.5%

5.1%

+2.7%

+4.1%

+0.7%

1.7%2.2%

0%

2.3%

3.9%

3.8%

+8.4%

0%

0.7%

+5.7%

5.9%

+4.3%

+6.3%

3.8%

9.5%

+1.6%

7.1%

8.7%9.5%

2.8%

District# of Students

201213# of Students,

2007-08# of Students

2011-12% Change from

2007-08 to 2012-13

Data: Californi a Department of Education (DataQuest), 5/ EdSource 6/

*This fgure represents 2008-09 enrollment because Twin Rivers only became a district that year.

STUDENT ENROLLMENT


21/34





STRESS FACTOR:CHILDHOOD POvERTY

What the Data Show: School districts are having to educate

more children in poverty than beore the recession

Nearly all o he saes 30 larges school disrics are enrolling ar more sudens

who are living in povery han beore he Grea Recession, based on daa romboh he American Communiy Survey and he ederal ree or reduced-price

meals program. Because suden academic achievemen is highly correlaed

wih he income levels o heir amilies, high levels o povery have direc impli-

caions or Caliornias public schools.

Disric-level povery daa are no ye available or he 2012-13 school year,

bu he daa ha do exis sugges ha he improving economy in Caliornia

has ye o have any signican impac on reducing he numbers o low-income

children atending is public schools.

In 2007-08, 51% o Caliornias public school children were poor enough oqualiy or he meals program. By 2011-12, ha proporion had grown o 58%.

In 2011, 26 o he saes 30 larges disrics served communiies wih a higher

proporion o young people 18 and under living in povery han in he 2007-08

school year, according o he A merican Communiy Survey. In wo o hese dis-

rics, nearly hal o he children were living in povery in 201147% in Fresno

Unied and 43% in Sockon Unied and San Bernadino Ciy Unied. In addi-

ion, seven o he disrics recorded double-digi increases in he proporion o

children living in povery since 2007-08.

Tis mirrors he rise in he number o children living below he ederal poverylevel in Caliorniarom 17% in 2007 o 23% in 2011, according o he Survey.

Impact o Rising Poverty on Schools

Rising levels o povery are likely o inensiy he need or a wide range o

school services. Sudens may need more individual atenion, including uor-

ing, counseling, and drop-ou prevenion programs. Poor atendance and higher

drop-ou raes could lower a disrics average daily atendance, and hus poen-

ially have an impac on is budge and is abiliy o provide he very services

ha is sruggling sudens need.o pu children on a pahway o college and successul careers, Caliornia

mus address he inequiy in is curren school nancing mechanism, a Janu-

ary 2013 repor rom he Cener or he Nex Generaion concluded. 1 Ta is

precisely wha Gov. Jerry Browns Local Conrol Funding Formula is inended

o do. I will arge more unds o school disrics based on he number o low-

income children enrolled in each o hem, which should allow hem o provide

services hey may no have been able o provide in he pas.

NOTES: The Census Bureau analyzed poverty rates

within the boundaries o every school district in

Caliornia. The fgures represent poverty rates or

2011, the most recent year or which fgures areavailable. The Census Bureau identifes poverty

thresholds based on a amilys size and age o the

members. The defnition o poverty in 2011 was

$22,811 or less in annual income or a amily o

our that includes two adults and two children. The

level does not take into account Caliornias higher

cost o living.

In contrast, 2011-12 eligibility guidelines or the

ederal ree and reduced-price meals program

had a higher income threshold. Eligibility or ree

meals or children living in a household o our was

$29,055, while eligibility or reduced-price meals

was $41,348. Students who receive CalFresh (or-

merly Food Stamps) and are recipients o Caliornia

Work Opportunity and Responsibility to Kids Pro-

gram (CalWORKs) are automatically eligible or ree

meal benefts.

1Prosperity Threatened: Perspectives on Childhood

Poverty in Californiaby Rey Fuentes, et al., The Cen-

ter or the Next Generation, January 2013.

Rising levels o poverty are

likely to intensiy theneed or a wide range o

school services.
http://www.thenextgeneration.org/files/Prosperity_Threatened_Final.pdfhttp://www.thenextgeneration.org/files/Prosperity_Threatened_Final.pdfhttp://www.thenextgeneration.org/files/Prosperity_Threatened_Final.pdfhttp://www.thenextgeneration.org/files/Prosperity_Threatened_Final.pdfhttp://www.thenextgeneration.org/files/Prosperity_Threatened_Final.pdfhttp://www.thenextgeneration.org/files/Prosperity_Threatened_Final.pdf


22/34





Anaheim Union High

Capistrano

Chino Valley

Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton


Twin Rivers*

Caliornia

+5

+3

+11

-1

+9

+6

+15

+4

+9

+12

+10

+2

+6

+4

+9

+7

+5

+4

+4

+13

-1

+16

+7

+4

-1

+8

+3

+11

+1

n/a

+6

24%

10%

14%

9%

14%

22%

29%

8%

47%

24%

36%

27%

33%

31%

28%

21%

30%

7%

23%

34%

5%

43%

26%

15%

14%

23%

30%

43%

20%

39%

23%

District % of Children Under 18 Below Poverty Level in 2011% Point Change(2007 to 2011

Data: U.S. Census Bureaus Amer ican Community Survey, 7 and EdSource 6/

*Twin Rivers became a district only in 2008-09.

CHILDREN LIvING AT OR BELOWFEDERAL POvERTY LINE

NOTES

Figures are estimates o poverty levels within eachdistricts geographic boundaries. The year 2011 is

the most recent year or which fgures are avail-

able. All fgures are rounded and change in per-

cent was calculated based on rounded fgures.


23/34





Anaheim Union HighCapistrano

Chino Valley

Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa AnaStockton


Twin Rivers*

California

+16+8

+14

+5

+3

+9

+15

1

+3

00

+3

+6

4

+6

+5

+12

+1

+18

+6

+9

+8

2

+9

+2

+6

2+12

+13

+11

+7

District % of Students in Federal Meals Program, 2011-12% Point Change

(2007-08 to 2011-12

67%24%

40%

34%

43%

55%

81%

19%

83%

65%

50%

70%

77%

76%

71%

39%

81%

14%

65%

71%

25%

89%

61%

63%

46%

42%

78%85%

56%

83%

58%

Data: Californi a Department of Education (DataQuest), 5/ EdSource 6/

*Twin Rivers only became a district in 2008-09. The 11 percentage point change is the dierence between 2008-09

and 2011-12.

PERCENTAGE OF STUDENTS ELIGIBLE FORTHE FEDERAL FREE AND REDUCED-PRICE

MEALS PROGRAM


24/34





STRESS FACTOR:HIGH UNEMPLOYMENT

What the Data Show: Unemployment has eased, but rates are

still high in communities served by nearly hal o Caliornias

largest school districts

Despie lower unemploymen in Caliornia, communiies served by many o helarges school disrics are sill coping wih raes subsanially above sae and

naional levels. In addiion, underemploymen remains a challenge or many

amilies. As a resul, disrics are having o help large numbers o children suc

ceed academically despie whaever pressuresemoionally or economically

hey may be experiencing a home or in heir communiies.

In April 2013, Caliornias seasonally unadjused unemploymen rae was

8.5%. However, unemploymen in he larges ciies served by 14 o he larges

disrics was higher han he saewide average, in some cases signicanly so

Ta reecs he ac ha he saes larges school disrics disproporionaelyserve low-income communiies ha have been especially hard-hi by he eco-

nomic downurn.

Te American Communiy Survey provides daa on unemploymen raes

wihin a disrics geographic boundaries hrough 2011. Te survey shows ha

in 16 o he 30 larges disrics, unemploymen raes were higher han he sae

average. In 24 disrics, hose raes were in double digis, mos noably 21% in

San Bernardino Ciy Unied, 20% in Fonana Unied, 17% in Moreno Valley

Unied, and 16% in Sacrameno Ciy Unied.

Impact o High Unemployment

A sudy by Duke Universiy researchers ound ha parenal job losses cause

declines in es scores, especially among low-income children.1 In addiion, UC

Davis researchers ound ha parenal job losses increase he probabiliy ha a

child will be kep behind a year.2 Russell Rumberger and ohers ound ha su

dens are more likely o drop ou i hey have o change schools more requenly,

which occurs when parens looking or work have o move.3

However, underscoring he uncerain sae o research on his opic, Phillip

Levine could no nd any impac o parenal unemploymen on childrens edu-caional perormance, based on sandardized es resuls.4

Bu i seems likely ha disrics will have greaer challenges helping children

reach heir ull academic poenial i hey are rom amil ies sruggling economi

cally or dealing wih oher sresses precipiaed by he loss o a job.

NOTES

1 The Eects o Local Employment Losses on

Childrens Educational Achievement by Elizabeth

Ananat, et al. inWhither Opportunity?Russell Sage

Foundation, 2011.

2 Short-run Eects o Parental Job Loss on Chil-

drens Academic Achievement, by A. Hu Stevens

and Jessamyn Schaller, National Bureau o Eco-

nomic Research, Working Paper No. 15480, Novem-

ber 2009.

3 The Educational Consequences o Mobility or

Caliornia Students and Schools, by Russell W.

Rumberger, et al., Policy Analysis or Caliornia Edu-

cation, 1999.

4 How Does Parental Unemployment Aect Chil-drens Educational Perormance? by Phillip Levine.

Prepared or the project,Social Inequality and Edu-

cational Disadvantage, organized by Greg Duncan

and Richard Murnane, August 2009.
http://www.russellsage.org/publications/whither-opportunityhttp://www.russellsage.org/publications/whither-opportunityhttp://www.russellsage.org/publications/whither-opportunityhttp://www.russellsage.org/publications/whither-opportunityhttp://www.nber.org/papers/w15480http://www.nber.org/papers/w15480http://www.nber.org/papers/w15480http://www.education.ucsb.edu/rumberger/internet%20pages/Papers/Stuart%20Report--final.pdfhttp://www.education.ucsb.edu/rumberger/internet%20pages/Papers/Stuart%20Report--final.pdfhttp://www.education.ucsb.edu/rumberger/internet%20pages/Papers/Stuart%20Report--final.pdfhttp://www.education.ucsb.edu/rumberger/internet%20pages/Papers/Stuart%20Report--final.pdfhttps://xteam.brookings.edu/eoac/EOAC%20Papers/Phillip_Levine_How_Does_Parental_Unemployment.pdfhttps://xteam.brookings.edu/eoac/EOAC%20Papers/Phillip_Levine_How_Does_Parental_Unemployment.pdfhttps://xteam.brookings.edu/eoac/EOAC%20Papers/Phillip_Levine_How_Does_Parental_Unemployment.pdfhttps://xteam.brookings.edu/eoac/EOAC%20Papers/Phillip_Levine_How_Does_Parental_Unemployment.pdfhttps://xteam.brookings.edu/eoac/EOAC%20Papers/Phillip_Levine_How_Does_Parental_Unemployment.pdfhttp://www.education.ucsb.edu/rumberger/internet%20pages/Papers/Stuart%20Report--final.pdfhttp://www.education.ucsb.edu/rumberger/internet%20pages/Papers/Stuart%20Report--final.pdfhttp://www.nber.org/papers/w15480http://www.nber.org/papers/w15480http://www.russellsage.org/publications/whither-opportunity


25/34





Anaheim Union High


Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern Union High

Long Beach

Los Angeles

Montebello

Moreno Valley

Mt. Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley

San Bernardino City

San Diego

San Francisco

San Jose

San Juan

Santa Ana

Stockton


Twin Rivers

California

11.7%

8.8%12.0%

12.9%

11.3%

14.2%

20.0%

7.6%

19.3%

12.3%

14.6%

13.1%

12.9%

11.5%

17.3%

12.5%

12.3%

7.4%

13.7%

15.9%

7.7%

20.9%

10.3%

7.4%

10.6%

15.6%

9.8%

22.9%

15.2%

19.3%

12.3%

7.3%

5.0%8.5%

7.2%

7.0%

6.7%

10.0%

5.0%

12.6%

7.1%

12.1%3

10.2%

10.3%

10.4%

11.1%

7.0%3

10.8%

4.1%

9.7%

9.8%

4.1%

13.0%

7.0%

5.4%

7.2%

8.3%3

9.1%

15.7%

8.1%

13.1%

8.5%

District

Unemployment Ratein 2011, by

School District1

Unemployment Ratein April 2013,

by Primary City Servedby a School District2

Data: U.S. Census Bureaus Amer ican Community Survey, 7 and EdSource 6/

UNEMPLOYMENT RATES

NOTES

1 The fgures in this column are based on the

American Community Survey (ACS) , specifcally

table CB03 Selected Economic Characteristics.

The ACS asks people i they are looking or work

and available to take a job i oered one. The

latest data are rom 2011.

2 The fgures in this column are based on unem-ployment rates or the primary city served by a

school district as reported by the Caliornia

Employment Development Department. These

unemployment rates are based on the U.S.

Census Current Population Survey (CPS). The

CPS questionnaire probes to see i people are

actively looking or worksuch as interviewing

and calling contactsas opposed to passively

looking or work (such as reviewing want ads). The

CPS counts a person as unemployed only i they

are actively seeking work. The rates reported here

are not seasonally adjusted.

3 The fgures or these districts are based on the

unemployment rate or the county within district

boundaries because there is no primary city.


26/34





STRESS FACTOR:HOUSING FORECLOSURES

What the Data Show: Foreclosures have eased, but the impact

o the housing crisis still aects large numbers o children

During he pas ve years, Caliornia has experienced an unprecedened hous-

ing oreclosure crisis, placing exreme sresses on amilies, including reners,who have experienced boh he hrea o oreclosure or acual oreclosures on

heir homes or aparmens.1 School disrics in communiies caugh in he ore-

closure crisis have had o deal wih is impac in muliple ways.

An esimaed 1.1 million childrenor 12% o all childrenwere aeced by

he crisis in Caliornia in 2011, based on an analysis o housing loans made rom

2004 and 2008.2 Te oal number o children aeced by he crisis is likely o

be even larger i an analysis o all loans, including hose made beore 2004 and

aer 2008, are aken ino accoun.

In a posiive sign, housing oreclosures declined dramaically beween 2008and 2012 in each o Caliornias 30 larges school disrics, according o a rs-

o-is-kind analysis by EdSource based on inormaion provided by DaaQuick.

On average, he number o households aeced by oreclosures declined by

almos 60%. In seven school disrics, oreclosures declined by more han 70%.

However, he crisis is ar rom over. Nearly 100,000 households were ore-

closed on and nearly 150,000 households ha were hree monhs or more

behind in heir morgage paymens received noices o deaul in Caliornia in

2012 (down rom nearly 330,000 and 235,000 in 2008, respecively). Tese are

in addiion o amilies who are sill coping wih he long-erm economic andpsychological eecs o earlier oreclosures.

The Impact o Housing Foreclosures

Foreclosures conribue o higher raes o sudens having o change schools,

according o wo recen sudies.3 Oher research shows ha changing schools is

likely o depress perormance on sandardized ess and increase he prospecs

o a suden dropping ou.4

Some sudens may become homeless because o a oreclosure. Ohers may

experience menal healh and oher challenges as a resul, and schools mussomehow cope wih he allou o ensure ha sudens sill succeed. Tis can

place a greaer srain on school disric resources already sreched oo hin.5

NOTES

1 An estimated 38% o oreclosures in Caliornia

involved rental properties.

See Caliornia Renters in the Foreclosure Crisis,

Tenants Together, January 2011.

2 The Ongoing Impact o Foreclosures on Children

by Julia Isaacs, First Focus and Brookings Institu-

tion, April 2012.

3The Foreclosure Crisis and Children: A Three-City

Study, by Kathryn Pettit, et al., Urban Institute,

January 2012.

4 Disruption versus Tiebout improvement: the

costs and benefts o switching schools by Russell

Rumberger, et al.,Journal of Public Economics, Vol.

88 (2004), pp. 17211746.

5A Revolving Door: Challenges and Solutions to

Educating Mobile Students,Rennie Center or Edu-cation Research & Policy, 2011.
http://www.tenantstogether.org/downloads/Third%20Annual%20Report,%20California%20Renters%20in%20the%20Foreclosure%20Crisis.pdfhttp://www.brookings.edu/~/media/research/files/papers/2012/4/18%20foreclosures%20children%20isaacs/0418_foreclosures_children_isaacs.pdfhttp://www.brookings.edu/~/media/research/files/papers/2012/4/18%20foreclosures%20children%20isaacs/0418_foreclosures_children_isaacs.pdfhttp://www.urban.org/UploadedPDF/412517-The-Foreclosure-Crisis-and-Children-A-Three-City-Study.pdfhttp://www.urban.org/UploadedPDF/412517-The-Foreclosure-Crisis-and-Children-A-Three-City-Study.pdfhttp://www.urban.org/UploadedPDF/412517-The-Foreclosure-Crisis-and-Children-A-Three-City-Study.pdfhttp://www.urban.org/UploadedPDF/412517-The-Foreclosure-Crisis-and-Children-A-Three-City-Study.pdfhttp://www.unitedwaycm.org/images/uploads/pdfs/renniecenter_RevolvingDoor.pdfhttp://www.unitedwaycm.org/images/uploads/pdfs/renniecenter_RevolvingDoor.pdfhttp://www.unitedwaycm.org/images/uploads/pdfs/renniecenter_RevolvingDoor.pdfhttp://www.unitedwaycm.org/images/uploads/pdfs/renniecenter_RevolvingDoor.pdfhttp://www.unitedwaycm.org/images/uploads/pdfs/renniecenter_RevolvingDoor.pdfhttp://www.unitedwaycm.org/images/uploads/pdfs/renniecenter_RevolvingDoor.pdfhttp://www.urban.org/UploadedPDF/412517-The-Foreclosure-Crisis-and-Children-A-Three-City-Study.pdfhttp://www.urban.org/UploadedPDF/412517-The-Foreclosure-Crisis-and-Children-A-Three-City-Study.pdfhttp://www.brookings.edu/~/media/research/files/papers/2012/4/18%20foreclosures%20children%20isaacs/0418_foreclosures_children_isaacs.pdfhttp://www.tenantstogether.org/downloads/Third%20Annual%20Report,%20California%20Renters%20in%20the%20Foreclosure%20Crisis.pdf


27/34





Anaheim


Clovis

Corona-Norco

Elk Grove

Fontana

Fremont

Fresno

Garden Grove

Kern

Long Beach

Los Angeles

Montebello

Moreno Valley

Mount Diablo

Oakland

Poway

Riverside

Sacramento City

Saddleback Valley

San Bernardino City

San Diego City

San Francisco

San Jose

San Juan

Santa Ana

Stockton

Sweetwater

Twin Rivers

Total 30 Districts

California

3,709

3,444432

1,143

3,524

5,617

2,617

1,047

3,014

2,758

8,510

3,097

22,252

1,034

3,748

2,769

3,720

1,377

4,179

4,450

3,109

4,695

8,241

pub13 school stress

Documents