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No Child Left Behind (NCLB)

NCLB changed K-12 education by requiring that schools show evidence of academic success and improvement, especially involving high-need students (low socioeconomic, children of color, etc.) (No Child Left Behind - caledfacts).

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Imagine Learning

Imagine Learning was developed in 2004 in an effort to improve literacy and provide equitable, personalized, student-centered learning experiences and has since expanded to include ELA, Mathematics, and Science curriculums (Online curricula and solutions).

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Flipped Classroom

Flipped classroom is an educational practice where lectures or lessons are delivered outside of the classroom, typically via technology, and classroom time is used for practical applications of the lesson (Arnold-Garza, 2014).

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Race to the Top (RTTT) Initiative

RTTT implemented incentives for K-12 schools to develop standards, assessments, and data tools to direct schools toward college readiness (Race to the Top). "Race to the Top has helped drive states nationwide to pursue higher standards, improve teacher effectiveness, use data effectively in the classroom, and adopt new strategies to help struggling schools" (Race to the Top).

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Common Core State Standards (CCSS) Initiative

State leaders and the National Governors Association Center for Best Practices (NGA Center) released the final CCSS to ensure all students were meeting proficiency standards in college readiness and K-12 standards (Development process). "Today, 41 states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have adopted the Common Core" (Development process).

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The Kindergarten Readiness Act of 2010

The Kindergarten Readiness Act of 2010 developed Transitional Kindergarten as a part of a 2 year Kindergarten program to promote readiness for Kindergarten and beyond (Transitional Kindergarten in California - California State University)

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GEAR UP 4 LA

In 2011, GEAR UP 4 LA received their first federal grant, which allowed them to administer their program to Los Angeles schools in an effort to break down systemic barriers and offer support for students from 6th - undergraduate through academic counseling, financial aid education, mentoring, college visits, and social-emotional support (Our history, 2023).

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English Language Development Standards

In 2012, California adapted new ELD standards that aligned with CCSS (K–12 reforms and California’s English Learner Achievement Gap, 2021).

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Sandy Hook Shooting and Safety Protocols

The Sandy Hook Shooting heightened awareness of safety protocols including maintaining an active safety plan, providing mental health services to students and families, as well as requiring lockdown drills in K-12 public schools (Brydolf, 2013).

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Restorative Justice

In 2013, Los Angeles Unified School District implemented restorative justice in its School Discipline Policy in an effort to provide support to lower suspension rates (Seshadrim, 2023). Since implementing restorative justice, LAUSD has seen an 80% reduction in suspensions (Seshadri, 2023).

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University of Southern California's Neighborhood Academic Initiative (NAI) program expands

Although the NAI program was developed in the 90's, the program expanded in 2013 to include more schools in an effort to close the achievement gap for low-income students of color in Los Angeles (USC Closes Education Gap With Neighborhood Academic Initiative, 2023). Today, over 1,400 students have graduated through the NAI program with 36% attending USC (USC Closes Education Gap With Neighborhood Academic Initiative, 2023).

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Next Generation Science Standards (NGSS)

NGSS was developed in order to offer all students high quality science instruction based on practice and content apart from CCSS (Understanding the standards).

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Low Control Funding Formula (LCFF)

In June 2013, California enacted LCFF for K-12 schools, which established a Base Grant, Supplemental Grant, and Concentration Grant, with the latter two being specifically for English Language Learners and low-income students (Local control funding formula (LCFF/LCAP).).

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The California Assessment of Student Performance and Progress (CAASPP)

CAASPP was established on January 1, 2014 as a mandatory replacement for Standardized Testing and Reporting (STAR) and consists of a computer adaptive test and a performance task (CAASPP description - caledfacts)

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Every Student Succeeds Act (ESSA)

ESSA largely replaced NCLB and works to raise the standards and make schooling more equitable for all students (Every student succeeds act). ESSA developed a more flexible accountability system for select schools, which sets it apart from NCLB (Every student succeeds act)

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Endrew F. v. Douglas County School District Re-1

In Endrew F. v. Douglas County School District Re-1, the Supreme Court ruled that students must be given an IEP with reasonable expectations to ensure equitable progress for students with disabilities (A history of the individuals with disabilities education act, 2023).

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The English Language Proficiency Assessment for California (ELPAC)

In 2018, California adapted the ELPAC as its method for testing ELLs, which replaced CELDT in assessing ELLs listening, speaking, writing, and reading (K–12 reforms and California’s english learner achievement gap, 2021).

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National Commission on Social, Emotional, and Academic Development

On January 15, 2019, the National Commission on Social, Emotional, and Academic Development released a final report on best practices for social-emotional-learning titled "From a Nation at Risk to a Nation at Hope" (National Commission on Social, Emotional, and Academic Development, 2023).

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Coronavirus Aid, Relief, and Economic Security (CARES) and Elementary and Secondary School Emergency Relief (ESSER)

Following the declaration of COVID-19 as a global pandemic, CARES was implemented in order to provide $189 billion of funding for K-12 schools, which was the largest one-time funding supplied towards elementary schooling (U.S. education timeline).

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Online Learning

From 2020 - 2021, K-12 schools participated in online learning due to the COVID-19 pandemic. As a result, students have experienced loss in learning, social skills, and social emotional health.