Best Practices & Research Companion
Evidence-based practices and strategies linked to your LCAP goals — with proper citations, effect sizes, cost estimates, and examples from California districts.
Research & Evidence Base(10 results)
The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis
Nickow, S., Oreopoulos, P., & Quan, V. (2020) · NBER Working Paper No. 27476
Key Findings
- High-dosage tutoring (3+ sessions/week) produced consistent, large positive effects on math achievement (ES = 0.37 SD)
- Effects were strongest for students from low-income backgrounds and students of color
- Teacher and paraprofessional tutors produced larger effects than volunteer tutors
- Programs delivered during the school day were more effective than after-school models
Relevance to Los Alamitos Unified School District's LCAP
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Can Restorative Practices Improve School Climate and Curb Suspensions?
Augustine, C. H., Engberg, J., Grimm, G. E., et al. (2018) · RAND Corporation Research Report
Key Findings
- Schools implementing RP saw a 45% reduction in out-of-school suspensions within two years
- Disproportionality in discipline for Black students decreased by 22%
- School climate survey scores improved significantly in safety and belonging domains
- Teacher-student relationships showed marked improvement based on student surveys
Relevance to Los Alamitos Unified School District's LCAP
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Early Warning Indicators and Intervention Systems: State of the Field
Balfanz, R. & Byrnes, V. (2019) · Everyone Graduates Center, Johns Hopkins University
Key Findings
- Tiered attendance interventions reduced chronic absenteeism by 10-15 percentage points among targeted groups
- Early warning systems identifying students with 2+ risk indicators caught 80% of future chronically absent students
- Family engagement combined with mentoring was the most effective Tier 2 intervention
- Schools using data-driven attendance teams reduced overall chronic absence by 8%
Relevance to Los Alamitos Unified School District's LCAP
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English Learner Reclassification: Policies, Practices, and Outcomes
Umansky, I. M., & Reardon, S. F. (2021) · American Educational Research Journal, 58(3)
Key Findings
- Integrated ELD instruction combined with designated ELD produced the largest gains in English proficiency
- Districts with structured reclassification monitoring saw 18% higher reclassification rates
- Long-term English learners (6+ years) benefited most from content-area academic language instruction
- Bilingual programs showed stronger long-term outcomes than English-only approaches
Relevance to Los Alamitos Unified School District's LCAP
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A Blueprint for Scaling Multi-Tiered System of Supports (MTSS) Across a State
Freeman, J., Sugai, G., Simonsen, B., & Everett, S. (2022) · Journal of Positive Behavior Interventions, 24(1)
Key Findings
- MTSS implementation with fidelity reduced office discipline referrals by 35%
- Academic outcomes improved by 0.20 SD when MTSS included both behavioral and academic tiers
- Schools at full MTSS implementation saw 28% reduction in chronic absenteeism
- Teacher burnout decreased in schools with strong MTSS coaching structures
Relevance to Los Alamitos Unified School District's LCAP
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The Role of Parent Engagement in Student Achievement: A Meta-Analysis
Jeynes, W. H. (2023) · Educational Psychology Review, 35(1)
Key Findings
- Parent engagement programs with structured communication protocols produced the largest effects (d = 0.42)
- Home-school partnerships improved homework completion by 32% across elementary grades
- Bilingual family liaisons significantly increased engagement among Latino/a families
- Digital engagement platforms increased parent participation in school events by 55%
Relevance to Los Alamitos Unified School District's LCAP
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Social-Emotional Learning Interventions Under Stress: A Meta-Analysis of Program Effectiveness
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2023) · Child Development, 94(2)
Key Findings
- SEL programs produced significant effects on social-emotional competencies (d = 0.26) and academic achievement (d = 0.19)
- Tier 1 universal SEL curricula were most effective when implemented 2-3 times per week for at least 20 minutes
- Programs with explicit skill-building components outperformed awareness-only approaches
- Effects were sustained at 2-year follow-up, with academic gains actually increasing over time
Relevance to Los Alamitos Unified School District's LCAP
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College and Career Pathway Programs: Evidence on Outcomes and Costs
Kemple, J. J., & Willner, C. J. (2022) · MDRC Research Report
Key Findings
- Linked Learning pathways increased 4-year college enrollment by 15 percentage points
- CTE pathway completers had 22% higher graduation rates than non-participants
- Work-based learning components significantly improved career readiness indicators
- Effects were strongest for first-generation college students and underrepresented minorities
Relevance to Los Alamitos Unified School District's LCAP
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Effective Practices for Students with Disabilities in Inclusive Settings
McLeskey, J., Barringer, M. D., Billingsley, B., et al. (2022) · Council for Exceptional Children, Practice Guides
Key Findings
- Co-teaching models with structured planning time improved SWD academic outcomes by 0.34 SD
- Universal Design for Learning (UDL) implementation reduced need for individual accommodations by 40%
- Inclusive settings with proper supports outperformed pullout models for students with mild-moderate disabilities
- Regular progress monitoring with data-based individualization was the strongest predictor of growth
Relevance to Los Alamitos Unified School District's LCAP
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Addressing Chronic Absenteeism Through Community Schools
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2021) · Learning Policy Institute
Key Findings
- Community schools reduced chronic absenteeism by 15 percentage points in high-poverty settings
- Integrated student supports (health, counseling, basic needs) were the primary driver of attendance gains
- Family engagement increased by 12% when wraparound services were available on campus
- Community school students showed higher rates of social-emotional growth than comparison groups
Relevance to Los Alamitos Unified School District's LCAP
Academic ROI Preview
What Other Districts Are Doing
Community Schools Initiative — Wraparound Services Hub
Outcomes
Parent engagement events attendance +62%; chronic absenteeism at community school sites -18%; student SEL scores +14%
High-Dosage Math Tutoring Program (Saga Education Model)
Outcomes
+14% math proficiency for participating students; narrowed achievement gap for Hispanic students by 8pp
Dual Language Immersion & EL Reclassification Acceleration
Outcomes
EL reclassification rate increased from 14% to 29%; ELPAC Level 4 proficiency +22%
Restorative Justice & Positive Behavior Framework
Outcomes
Suspension rate dropped from 4.8% to 2.1%; 89% of staff trained; student belonging scores +18%
Linked Learning Career Pathways Expansion
Outcomes
A-G completion rate +11%; CTE pathway completion +26%; 4-year college enrollment +9%
Attendance Works Partnership — Tiered Intervention System
Outcomes
Chronic absenteeism reduced from 22.1% to 14.6% in two years; automated early warning catches 93% of at-risk students