A researcher at New York University has determined installing air purifiers in schools leads to improvements in test scores after studying data from Los Angeles USD schools following a natural gas leak in 2015. NYU Assistant Professor of Economics Michael Gilraine took advantage of the unique circumstances following the Aliso Canyon natural gas leak, which affected that community from October 2015 to February 2016. As a result, 1,756 plug-in air purifiers were installed in 18 schools within a five-miles radius of the gas leak, which was the largest recorded in U.S. history. Gilraine analyzed test score data from LAUSD and particulate matter data from the EPA and determined student math and English scores increased by around .20 standard deviations. After ruling out any actual exposure to natural gas in schools, Gilraine posited that the improved test scores were due to eliminating common airborne pollutants. He estimated the annual cost of installing and maintaining purifiers at $1,000 per classroom, calling it one of the most cost-effective interventions accessible to policymakers. “Air filters thus have the potential to mitigate the negative impact of poor air quality significantly, increasing student performance and —­ given underprivileged students often reside in high pollution areas — helping to reduce the pervasive test score gaps that plague public education,” he wrote in the findings, which were published Feb. 17. The paper can be read online at .

On Feb. 4, Gov. Gavin Newsom made appointments to the California Commission on Teacher Credentialing. Linh Nguyen, 46, of Sacramento, has been appointed chief deputy director of the CTC. Nguyen has been an attorney at the Law Offices of Linh T. Nguyen since 2012. He was acting director of the California State Lottery in 2011, where he served as chief deputy director from 2006 to 2010. Nguyen was deputy director for strategic planning and oversight at the California Department of Motor Vehicles from 2004 to 2006. He is a member of the State Bar of California. Nguyen earned a Juris Doctor degree from Southwestern Law School.  Cynthia Marten, 53, of San Diego, has been appointed as a commissioner on the CTC. Marten has served as superintendent of the San Diego Unified School District since 2013. She was principal at Central Elementary in the San Diego Unified School District from 2006 to 2012, where she served in several positions from 2003 to 2006, including as a teacher, content administrator and vice principal. She is a member of the Commission on Gang Prevention and Intervention, the Superintendency Council for ACSA, the Fiscal Crisis and Management Assistance Team and the State Superintendent’s District and County Superintendent’s Advisory Committee. She earned a Master of Arts degree in curriculum and instruction from the University of California, San Diego.  David Simmons, 56, of Ventura, has also been appointed to the CTC. Simmons has served as assistant superintendent for the Goleta Union School District since 2017. He was assistant superintendent of personnel services at the Ventura County Office of Education from 2005 to 2017. Simmons was a high school mathematics teacher for the Ventura Unified School District from 1989 to 2005. He earned a Master of Arts degree in educational administration from California State University, Northridge.  The California Commission on Teacher Credentialing consists of 19 members — 15 voting members and four ex-officio, non-voting members.  The governor appoints 14 voting commissioners and the state Superintendent of Public Instruction or his/her designee serves as the 15th voting member. The four ex-officio members are selected one each by the major elements of the California higher education constituency (UC, CSU, private colleges and community colleges).  The governor-appointed commissioners consist of six classroom teachers, one school administrator, one school board member, one school counselor or services credential holder, one higher education faculty member from an institution for teacher education, and four public members.  Governor-appointed commissioners are subject to Senate confirmation. Commissioners are typically appointed to four-year terms and serve as volunteers in unpaid positions.

While research has shown that preK-3 alignment can help build a foundation for student success, many districts face challenges in coordinating their preK-3 curricula and practices, according to a new study done by PACE. Recent investments in early childhood education by Gov. Gavin Newsom have emphasized the importance of preK, however, only two-thirds of districts engage in any type of alignment efforts to ensure consistency between preschool and kindergarten.  The study highlights a number of reasons why districts may not prioritize alignment, including divergent beliefs about the role and purpose of preK and the belief that because it is not a state requirement, districts are not obligated to do it.  The study also found that different licensing requirements for preK and elementary teachers, as well as different salaries and job expectations, can limit cooperation. Study authors, who interviewed representatives from 25 California school districts, note there is greater collaboration when preK directors are part of the superintendent’s cabinet and can advocate for preschool in district decision-making. “It’s important that we have a good understanding, in the early education department[s], what the goals are of the district and the direction the district is going ... so that we really have a good understanding of the direction of where our kids are going,” said one interviewee. The study resulted in a number of recommendations, including that the state explicitly prioritize alignment and that districts ensure preK–3 teachers have regular opportunities to participate and collaborate in professional development. Read the full report at .