Summary: In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of educational researchers, analyzes the research basis for ethnic studies and critical multicultural education in public schools. We examine the racial framing of traditional curriculum, and highlight research on the impact of traditional and alternative curriculums on students academically and personally. We turn specifically to California to see the seeds of hope and change already growing. We conclude with recommendations for educators, teacher educators, educational leaders, policy makers, and advocates for continuing to expand ethnic studies and critical multicultural education as key levers for advancing democracy in schools and society.
Summary: In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of educational researchers, analyzes the research basis for ethnic studies and critical multicultural education in public schools. We examine the racial framing of traditional curriculum, and highlight research on the impact of traditional and alternative curriculums on students academically and personally. We turn specifically to California to see the seeds of hope and change already growing. We conclude with recommendations for educators, teacher educators, educational leaders, policy makers, and advocates for continuing to expand ethnic studies and critical multicultural education as key levers for advancing democracy in schools and society.
Summary: In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of educational researchers, analyzes the empirical research on the effectiveness of online K-12 education nationwide, turning to issues of inequities and injustices in online education, particularly here in California, as well as the push for and risks of technologizing education. Although raising a number of concerns about online education, CARE-ED does not recommend rushing to reopen schools. The study concludes with recommendations for policies and practices for engaging in online education in ways that place priority on remedying the inequities and injustices that are being worsened during the pandemic.
Summary: In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of educational researchers, analyzes barriers to advancing diversity and justice in teacher education. Rather than a focus on national policy trends or on curriculum and program design, we concentrate our analysis on policy levers at the state level, particularly regarding accessibility for and assessment of the teacher candidate. We conclude each section with recommendations for state policy and legislation.
Summary: In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of educational researchers, analyzes the research basis for ethnic studies and critical multicultural education in public schools. We examine the racial framing of traditional curriculum, and highlight research on the impact of traditional and alternative curriculums on students academically and personally. We turn specifically to California to see the seeds of hope and change already growing. We conclude with recommendations for educators, teacher educators, educational leaders, policy makers, and advocates for continuing to expand ethnic studies and critical multicultural education as key levers for advancing democracy in schools and society.
Common Core State Standards Assessments in California: Concerns and Recommendations. (2016).
Summary: Here in California, public schools are gearing up for another round of heavy testing this spring, including another round of Common Core State Standards assessments. In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of university-based education researchers, analyzes the research basis for the assessments tied to the Common Core State Standards (CCSS) that have come to California. We provide historical background on the CCSS and the assessments that have accompanied them, as well as evidence of the negative impacts of high-stakes testing. We focus on the current implementation of CCSS assessments in California, and present several concerns. Finally, we offer several research-based recommendations for moving towards meaningful assessment in California’s public schools. Highlights | Complete Text
Summary: Our study examines the most recent data (from 2018-2023) from across the state of California on high-stakes assessments: two teacher performance assessments, or TPAs (the edTPA and the CalTPA), and the Reading Instruction Competency Assessment (RICA). As we describe below, the racial disparities are significant and undeniable. Barriers like these that disproportionately block otherwise qualified candidates of color from becoming certified teachers must be eliminated if we are to diversify the California teacher pipeline.
April 2024
Abstract: In this mixed-methods study, we seek to understand the impact of the California Subject Examination for Teachers (CSET) on the makeup of the teacher pipeline. We are specifically interested in exploring how teachers of color are impacted by these tests when seeking to enter the teacher workforce. Findings from the data, both qualitative and quantitative, provide evidence that the tests negatively impact all four racialized groups as labeled by the California Teaching Commission (African American, Asian American, Hispanic American, and Native American), while also conveying racialized messaged to candidates of color. In contrast to common rhetoric about the utility of these exams, we found the CSETs to hinder efforts to diversify the teacher.
February 2021
February 2015
Open letter to the Department of Education in Response to the Proposed Teacher Preparation Regulations under Title II of the Higher Education Act.