Porterville USD

Posts a recent budget to its website

In 2020-21, Porterville Unified School District did not post a district budget on their website. Across the DRI sample, about 77% of school districts published a district budget on their website. No school districts were coded as missing data in the DRI sample.

Research and experience show that greater family and community engagement in their local education in part requires access to information about their school district’s practices and policies (Mapp & Kuttner, 2014). Although Parental Involvement is a statewide educational priority area, Local Education Agencies often do not provide adequate or equitable support for parents to access, interpret, and engage with this information (Cottingham, 2020). Posting adopted budgets online is one important way that local educators can share information with the community to encourage participation in decision-making processes.

Readiness to develop relationships with families

In 2018-19, Porterville Unified School District reported reported in the LCFF survey they were in full or sustaining implementation of “developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.” Across the DRI sample, about 58% of school districts reported they were in full or sustaining implementation of developing the capacity of staff to build trusting and respectful relationships with families. About 1% of school districts did not include responses to the LCFF survey.

Research and experience show that educators can play an important role in laying the groundwork for trusting and respectful relationships with the families they serve (Auerbach, 2010; Ishimaru, 2013). These kinds of relationships can help educators replace deficit approaches to families’ capacities (Baquedano-Lopez et al., 2013) with a view that values the assets they bring to their children’s education (Mapp & Kuttner, 2014).

Family and community involvement in decision-making

In 2018-19, Porterville Unified School District reported in the LCFF survey they were in initial implementation  of “providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.” Across the DRI sample, about 49% of school districts reported they were in “full implementation” or “sustaining implementation” of engaging families, teachers, principals, and district administrators in family engagement activities. About 1% of school districts did not include responses to the LCFF survey.

Research and experience show that opportunities for collaborative decision-making between educators, families, and the community is a critical aspect of developing and strengthening relationships (Ishimaru, 2019) and promoting greater involvement in local educational affairs (Ishimaru, 2014; Marsh & Hall, 2018).

Created a student member seat on its board of education

In 2020-21, Porterville Unified School District allowed students to petition for a seat on their board of education. Across the DRI sample, researchers found evidence on district websites that about 43% of school districts had adopted policies that created a seat for student members on their board of education. About 34% of school districts were not required to include a student member on their board of education.

Research and experience show that an important first step in including students in a school district’s reform process is to give students the right to speak for themselves about their educational experiences, and the opportunity to be heard by those in places of power (Feuer & Mayer, 2009). California Education Code (section 35012) states that at school districts where there are one or more high schools, students may submit a petition to the Board of Education requesting that they appoint one or more student members to the board.

Publishes a translated Budget Overview for Parents

In 2020-21, Porterville Unified School District published a Translated Local Control Funding Formula Budget Overview for Parents on their website. Across the DRI sample, about 42% of school districts published a Translated Budget Overview for Parents on their district websites. About 50% of school districts enrolled fewer than 14.9% of students who spoke a language other than English and thus were not required to provide a Translated Budget Overview for Parents.

Research and experience show that a key barrier to greater engagement with families and communities is untranslated and difficult to understand language (Marsh, 2007; Marsh et al., 2015). Providing translated documents about educational practices and decisions like the Budget Overview for Parents meets basic statutory mandates for California education (Education Code Section 48985) and creates valuable opportunities to engage often marginalized families (Mapp & Kuttner, 2014).

Opportunities for two-way communication with families

In 2018-19, Porterville Unified School District reported in the LCFF survey they were in full or sustaining implementation of “developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.” Across the DRI sample, about 64% of school districts reported they were in full or sustaining implementation of developing multiple opportunities for accessible and understandable two-way communication between families and educators. About 1% of school districts did not include responses to the LCFF survey.

Research and experience show that a key barrier to greater engagement with families and communities is untranslated and difficult to understand language (Marsh 2007; Marsh et al. 2015). Moreover, families’ competing obligations require varied entry points for communicating with educators (Posey-Maddox & Haley-Lock, 2016). When educators and families regularly communicate with each other, they can better understand each other’s needs to support students (Baker et al., 2016).

Enrollments declined less than the average DRI school district over the last 10 years.

Between SY 2020-11 and 2020-21, Porterville Unified School District’s enrollments changed by 5.2%. Therefore, Porterville Unified School District enrollments changed similar to the DRI’s average school district. On average across the DRI sample, school district enrollments fell by 3.5%. Five percent of school districts were missing this information.

Research and experience show that declines in enrollments force school districts to try to quickly scale-down services with fewer on-hand resources to varying degrees of success, often precipitating financial strain (Warren & Lafortune, 2020).

No negative budget certifications in the last five years

From SY 2015-16 to 2020-21, Porterville Unified School District received 0 negative budget certifications from the Fiscal Crisis Management and Assistance Team. Across the DRI sample, 98% of districts did not receive a single negative budget certification. No school districts were missing this information.

Research and experience show that an important predictor of future financial uncertainty is prior financial concern (EdSource/School Services of California, 2006). As the California Department of Education explains, “a negative certification is assigned [to a district’s budget] when a district will be unable to meet its financial obligations for the remainder of the current year or for the subsequent fiscal year” based on current projections. Districts with such dire financial predictions will likely need to significantly cut expenditures, preventing them from investing in innovative solutions (Burns et al., 2016).

Spends a smaller share of the budget than the average DRI school district on benefits.

As of SY 2018-19, Porterville Unified School District spent 26.8% on benefits for employees and retirees. Porterville Unified School District spent greater than the state’s average school district’s budget share on employees’ and retirees’ benefits. Across the DRI sample, school districts on average spent 22% of their budgets on benefits. Two percent of school districts in the DRI sample were missing this information.

Research and experience show that disproportionate spending on benefits can direct a district’s finite resources away from direct classroom spending (Marchitello et al., 2018). Although districts’ pension contributions are fixed by the state, districts typically have greater say over how to spend on other benefits, like healthcare benefits. Spending a relatively small share of the district’s budget on benefits can create flexibility in funding for additional programs.

Spends a smaller share of the budget than the average DRI school district on its central office.

As of SY 2018-19, Porterville Unified School District spent 3.2% on benefits for employees and retirees. Porterville Unified School District spent less than the state’s average school district on the central office. Across the DRI sample, school districts spent on average 6% of their budgets on the central office. Less than 1% of school districts were missing this information.

Research and experience show that although the share of central office expenditures often vary by district size and accounting practices (Legislative Analyst’s Office, 2011), educators and advocates tend to look towards–and have more flexibility in–reducing spending on central district office expenditures to manage local finances. This is an especially fertile area for fiscal management after the number of central office administrators has grown significantly over the last two decades (Stoll, 2020).

One or fewer qualified budget certifications in the last five years

From SY 2015-16 to 2020-21, Porterville Unified School District received 0 qualified budget certifications from the Fiscal Crisis Management and Assistance Team. Across the DRI sample, 87% of districts received one or fewer qualified budget certifications. No school districts were missing this information.

Research and experience show that an important predictor of future financial uncertainty is prior financial concern (EdSource/School Services of California, 2006). As the California Department of Education explains, “a qualified certification is assigned [for a district’s budget] when the district may not meet its financial obligations for the current or two subsequent fiscal years” based on current projections. When districts predict they may not be able to meet their financial obligations, they may need to make financial adjustments and will likely have less flexibility to invest in innovative solutions (Burns et al., 2016).

Maintains financial reserves

Data for this indicator was not available or could not be located for this district. Scores are calculated using the total number of points possible based on data availability, so the district is not penalized for missing information. Learn more about our methodology here.

Caps employees’ and retirees’ healthcare benefits spending

Data for this indicator was not available or could not be located for this district. Scores are calculated using the total number of points possible based on data availability, so the district is not penalized for missing information. Learn more about our methodology here.

Does not cover retirees’ lifetime health benefits

As of SY 2020-21, Porterville Unified School District does not cover retirees’ benefits for life. Across the DRI sample, 78% of districts did not cover retirees’ benefits for life. Eleven percent of districts were missing this information.

Research and experience show that as aging cohorts of retirees’ healthcare costs increase, school districts can struggle to meet “substantial long-term debt commitments” like promised benefits alongside their current costs (FCMAT, 2004; Melnicoe et al., 2019; Perry et al., 2007). These obligations often limit the amount of money available for innovative programs that can sustain improvements in educational outcomes.

Bonus: Board of education adopted an equity policy

As of SY 2020-21, Porterville Unified School District’s board of education has adopted an equity policy that promises to meet students’ unique educational needs. Across the DRI sample, 42% of districts have adopted a school board equity policy. No school districts were missing this information.

Research and experience show that equity policies are a useful marker of a school district’s commitment to closing historic opportunity gaps. Equity policies are associated with improved overall student outcomes and reducing some student groups’ test score gaps, like between Hispanic and white students (Kim, 2020). However, equity policies are relatively recent additions to school board practices and they may not have specific accountability mechanisms tied to them that encourage particular practices or systems that support students.

Although formal commitments to educational equity are important, their often symbolic use meant that this indicator was included as a “bonus” for participating districts; that is, districts where their school board adopted equity policies but districts that did not adopt equity policies were not penalized.

Adopted a superintendent performance review policy

As of SY 2020-21, Porterville Unified School District has adopted a policy to regularly evaluate superintendent performance. Across the DRI sample, 85% of school districts have adopted a superintendent evaluation policy. No school districts were missing this information.

Research and experience show that school boards of education often conduct relatively informal, subjective evaluations that do little for promoting the superintendent’s personal and the local educational system’s growth (DiPaola, 2007). When school boards adopt clear policies guiding their end-of-year evaluation of superintendents, they are in a better position to more objectively evaluate their leadership’s progress towards their shared educational mission.

No attempted or successful school board recalls in the last five years

Between 2016 and 2022, Porterville Unified School District did not face at least one effort to recall a board of education member. Across the DRI sample, 90% of districts did not face a single attempted or successful effort to recall a member of the district’s board of education. No school districts were missing this information.

Research and experience show that school boards of education that face attempted or successful school board recalls are more likely to face disruptions that forestall efforts to focus on a shared mission, especially in an era of political polarization (Ramanthan, 2022).

Two or fewer superintendents between SY 2012-13 and 2018-19

Between SY 2012-13 and 2018-19, Porterville Unified School District seated 3 full-time or interim superintendents. Nationally, the average superintendent stays in their school district for about 3.5 years. Compared to this national average, Porterville Unified School District seated about as many superintendents than one would expect over this period. Across the DRI sample, no school districts were missing this information.

Research and experience show that although superintendents may not have especially strong direct impacts on student achievement, (Myers, 2011; Chingos et al., 2014) they play an important role in setting an agenda for education (Alsbury, 2008). Districts that predominantly serve historically disadvantaged student groups that yield exceptionally high student performance are especially likely to benefit from stable leadership (Burns et al., 2019).

For the initial iteration of the DRI, the database only includes LEAs identified as Elementary, Unified, and High
School Districts with 2,500 or more enrolled students. The DRI does not include:

• Districts with student enrollment under 2,500
• Charter schools
• County Offices of Education
• Private schools
• Unique Local Educational Agencies (e.g., State Special Schools; Regional Occupation Centers)

Employs 95% or more teachers with full credentials

As of SY 2018-19 88.2% of Porterville Unified School District’s teachers were fully credentialed. Across the DRI sample, no school districts were missing this information. In the state’s average school district, 95% of teachers were fully credentialed. Compared to the state’s average school district, Porterville Unified School District employed a smaller share of teachers that were fully credentialed.

Research and experience show that districts in which students outperformed their peers employ fewer teachers on substandard credentials and permits than the state average (Carver-Thomas et al., 2020). These impacts are especially felt by African American and Latinx students who often are systematically taught by teachers with the weakest credentials (Carver-Thomas et al., 2020). Ensuring classrooms are taught by fully-credentialed staff is an important baseline for executing a shared educational program.

Teacher composition is similar to student composition

As of SY 2018-19 Porterville Unified School District Diverse Representation Index score was 40.8. This measure compares the composition of its teachers to its students, with 0 representing absolute dissimilarity between teachers and students and 100 representing identical composition of teachers and students. Across the DRI sample, no school districts were missing this information.

Research and experience show that teachers who serve student bodies with shared backgrounds may be especially equipped to understand and meet these students’ needs. Specifically, Black and Hispanic students benefit from attending schools with teachers who look like them (Lindsay & Hart 2017; Meier & Stewart 1992; Pitts 2007). If teachers better understand and are able to meet their unique student bodies’ needs, school districts may be especially effective at implementing and scaling innovative programs and sustaining improvements.

Employs 90% or more teachers with three or more years teaching experience

As of SY 2018-19 91.8% of Porterville Unified School District’s teachers were experienced (3+ years teaching). Across the DRI sample, no school districts were missing this information. In the state’s average school district, 88% of teachers were experienced. Compared to the state’s average school district, Porterville Unified School District employed a greater share of teachers that were experienced.

Research and experience show that students, especially African American and Hispanic (Podolsky et al. 2019), gain more from a substantially experienced teacher workforce (Carver-Thomas et. al, 2020). Moreover, additional experienced teachers tend to benefit not just their classrooms but the school as a whole (Kini & Podolsky, 2016) as teachers support one another to improve practice.

Inexperienced teachers are not concentrated in high-need schools

As of SY 2018-19, Porterville Unified School District’s inexperienced teachers (2 or fewer years experience; Learning Policy Institute, 2019) were more concentrated in the district’s highest needs schools. Across the DRI sample, about 4% of school districts were missing this information.

Research and experience show that difficult-to-staff schools are typically staffed by a greater share of inexperienced teachers (Sutcher et al., 2019). Teachers with less classroom experience are less likely to have important skills to teach students. Because these teachers are often concentrated in schools with greater shares of low-income students and Black and Latino students, inaccessibility to experienced teachers can widen achievement gaps (Peske & Haycock, 2006). When school districts equitably distribute experienced teachers to their high-need schools, they help ensure students receive the support they need to succeed.

Uncredentialed teachers are not concentrated in high-need schools

As of SY 2018-19, Porterville Unified School District’s teachers without a full credential (Learning Policy Institute, 2019) were about equally distributed between the district’s highest and lowest needs schools. Across the DRI sample, about 4% of school districts were missing this information.

Research and experience show that teachers with less than full credentials are not equitably distributed throughout the state’s schools and are typically concentrated in urban areas with large shares of low-income, and African American and Hispanic students (Darling-Hammond, 2004). These students’ outcomes are especially harmed when taught by teachers who do not receive important training for skills acquired through a credentialing program (Podolsky et al., 2019). When school districts do not concentrate their teachers with less than full credentials in schools with lots of high–needs students, they help promote a smoother rollout of programs that can support educational improvements.

To learn more about this indicator’s importance and how researchers collected this information, please visit the Methodology page [URL link to specific area in Methodology].

Teacher turnover rate is lower than the national average

Between SY 2017-18 and 2018-19 14.2% of Porterville Unified School District’s teachers left their schools. Across the DRI sample, about 0.5% of school districts were missing this information. In the state’s average school district, 13% of teachers left their schools. Nationally, about 16% of teachers leave their schools annually. Porterville Unified School District’s teacher attrition rate was smaller than the national average.

Research and experience show that a high turnover in grades and schools is associated with lower student achievement and additional costs (Ronfeldt et al., 2013). Teacher shortages have long been a concern for ensuring adequate and equitable education that COVID-19 has exacerbated (Balow, 2021). A stable body of teachers should therefore mean that teachers feel valued by their leadership and are dedicated to their shared educational mission (Podolsky et al., 2019).

Principal retention rate greater than or equal to the national average

Between SY 2017-18 and 2018-19 56.5% of Porterville Unified School District’s principals stayed at their schools. Across the DRI sample, about 2% of school districts were missing this information. In the state’s average school district, 68% of principals stayed at their schools. Nationally, about 78% of principals stayed at their schools annually. Porterville Unified School District’s principal retention rate was similar to the national average.

Research and experience show that principals play an important role in rolling out educational programs (Gates et al., 2019). Their turnover is often associated with significant declines in student achievement for at least two years after they leave their school (Miller, 2013). Conversely, principals who stay at their schools each year can apply their leadership skills on guiding their staff towards fulfilling their shared mission (Grissom et al., 2021).

Offers contract bonus for special assignments or certifications

In 2019-20, Porterville Unified School District did not offer contract bonuses for teachers employed in special assignments or with special certifications. Special assignments included Special Education and Bilingual classrooms. Special certifications included National Board Certification. Across the DRI sample, about 57% of school districts offered a compensation bonus for at least one special assignment or certification. About 11% of school districts were missing this information.

Research and experience show that financial incentives can be seen as a goodwill investment in recruiting teachers for hard-to-staff subjects like Special Education (Putnam & Gerber, 2022) and Bilingual assignments (Nittler, 2017) and with special qualifications like National Board Certification (Kelley & Kimball, 2001; Goldhaber & Anthony, 2007).

One or fewer formal impasses declared involving teacher’s union

Between 2016 and 2021, Porterville Unified School District faced 0 formal declarations of an impasse between the teacher’s union and administrators. Across the DRI sample, no school districts were missing this information.

Research and experience show that although the most intense labor-management disagreements come to a head in a formal work stoppage or strike, these rarely occur in California education (US Bureau of Labor Statistics, 2021). However, labor-management disagreements can be expressed in other lower-stakes ways like filing formal bargaining impasses to the statewide labor relations board. Such disagreements may inhibit educators from pursuing their shared mission of educating students.

Bonus: Participated in Labor Management Initiative

Data for this indicator was not available or could not be located for this district. Scores are calculated using the total number of points possible based on data availability, so the district is not penalized for missing information. Learn more about our methodology here.

Teacher midpoint salary is greater than or equal to similar district’s statewide average

Research and experience show that an important way school districts can recruit teachers for long-term employment is by offering higher later-career salaries (Gritz & Theobald, 1996; Lin, 2010). Such compensation can encourage retention in school districts (Reed et al., 2006) to continue work towards a shared educational mission that yields strong student results (Dolton & Marcenarro-Gutierrez, 2011).

Signed a Distance Learning Memorandum of Understanding within thirty days of SY 2020-21 start

After the COVID-19 in-person closures for Porterville Unified School District began on March 16, 2020, school district administrators and the certificated union ratified a short-term Memorandum of Understanding outlining temporary conditions for distance learning on March 31, 2021. This agreement was signed -230 days
after the school year started on August 13, 2020. Across the DRI sample, about 71% of school districts were missing some information for this indicator. Among school districts that included all information, about 90% of school districts ratified an MOU within 30 days of the 2020-21 school year’s start.

Research and experience show that districts where district administrators and teachers’ union officials could quickly formalize agreements for a COVID-19 teaching and learning environment exhibited signs of labor-management collaboration that encourages all actors to focus on their shared mission of educating students (Koppich, 2021). Conversely, school districts that experienced longer negotiations may hamper future negotiations as both sides remember the difficulties they faced navigating a tumultuous time (Hemphill & Marianno, 2020; Strunk & Marianno, 2019).

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