PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
A current study analyzes the outcomes of students in Washington State's Community and Technical Colleges over seven years after enrollment. Researchers examine wage increases and employment patterns based on the type of credentials earned—short-term certificates, Associate Degrees, and Long-Term Certificates. The study highlights the significant economic benefits and enhanced employability associated with Associate Degrees and Long-Term Certificates, except for Humanities Associates Degrees, which show minimal wage increases. Interestingly, short-term certificates fail to contribute to increased wages or employment likelihood beyond earning college credits. The findings emphasize the need for prioritizing investment in credentials with higher market value, like Associate Degrees and Long-Term Certificates, despite their higher cost compared to short-term certificates. This is crucial, especially as there's been increased funding for short-term certificates despite their limited returns, as indicated in various state studies. Additionally, advocating for stackable short-term certificates to align with longer-term credentials could enhance the value of these programs. Lastly, efforts to guide students towards higher-return career pathways from the Humanities and Social Sciences, perhaps through early career awareness initiatives, are suggested.
Students often interrupt their college education for various reasons, such as engaging in professional internships or taking voluntary breaks known as gap years or semesters. While past research has extensively explored the positive labor market outcomes of internships, little attention has been paid to their academic effects, or the impact of gap years, on students. In a comprehensive study examining over 100,000 undergraduate students across 463 U.S. institutions, internships emerged as beneficial, enhancing study habits, GPAs, satisfaction with coursework, future educational aspirations, and career ambitions. Conversely, gap years were linked to negative academic consequences, decreasing study habits, GPAs, satisfaction with college experiences, aspirations for further education, and interpersonal skill development, while increasing the preference for part-time employment post-graduation. The study suggests that institutions should promote and expand internship programs to support academic and career growth, while discouraging or providing disincentives for students considering gap years, highlighting the need for students to evaluate the academic implications before taking such breaks.
The process of applying and enrolling in college is increasingly expensive and time-consuming, yet students often make less-than-ideal decisions during this crucial phase. Recent studies have shown that students tend to apply to too few colleges, and high-achieving, low-income students often miss out on better-suited options. A new research paper, "Screening Mechanisms and Student Responses in the College Market," explores how seemingly minor factors—such as college application essays and fees—impact student behavior. Analyzing data from 885 four-year colleges between 2003 and 2011, a new study reveals that the requirement of application essays increased to around 57%, while approximately half of colleges raised their application fees by an average of 30% (around $10). The research shows that colleges introducing essays experienced a 6.5% decrease in applications, while a 10% fee increase correlated with a 1% reduction in applications. This highlights that even small changes significantly influence student decisions in the college application process, emphasizing the importance of these procedures for students, colleges, and policymakers.
Over the last 15 years, federal and California laws have aided older foster care adolescents in completing high school and accessing higher education. Education is crucial for these youths, often lacking family support. Attainment significantly influences stable employment and self-sufficiency. Despite investments, few studies focus on educational impact for foster care teens. Research in three Midwest states showed small differences in employment and earnings between those with no credential and a GED. High school diploma completion offered a substantial advantage, while some college yielded further benefits, and the highest outcomes were seen in college graduates. On average, former foster care youths earned half of their general population counterparts and faced a 22-point employment gap. However, similar education levels narrowed these gaps, with education impacting foster care youths more than their peers. GED completion didn't significantly alter outcomes, emphasizing the importance of high school diplomas. Legislation emphasizing high school completion and college entry aligns with findings. Yet, to ensure sustained support during degree completion, laws might require reevaluation or expanded partnerships. The California Fostering Connections Act extension to 21 might boost college participation, but higher earnings suggest the need for ongoing support through degree completion.
California faces declining enrollment in public colleges amid budget cuts, while demanding more graduates. For-profit colleges (for-profits) offer a viable solution. Despite past demonization, for-profits were significant in 2009, enrolling around 400,000 and issuing 1 in 5 long-term certificates or degrees in California. Partnering with for-profits could bridge educational gaps. However, California’s fragmented higher education system needs a unified state-level body to set objectives, assess needs, and regulate institutions. Creating such an entity could streamline education goals and methods. Additionally, revising the federal 90/10 financial aid policy for for-profits could foster quality. Implementing a modified 90/10 rule in California would require at least 10% of students to pay tuition from non-federal sources, ensuring market-driven quality standards. While this wouldn't solve larger strategic issues, it offers an initial step to ensure educational standards while protecting student and taxpayer investments.
In the post-World War II era, community colleges expanded significantly, initially tasked with providing higher education access to broader populations. However, from the 1970s, fiscal constraints led to reduced state funding, creating competition with other priorities like criminal justice. This shift resulted in declining support for community colleges, contrasting sharply with increased investment in incarceration. The repercussions of this budgetary shift are evident. Recent studies show that while community colleges significantly boosted local employment during periods reliant on state funding, more recent years marked by rising tuition fees and decreased appropriations saw a decline in their employment impact. Ironically, where community colleges maintained low tuition rates, an unexpected inverse relationship between their presence and local employment growth emerged. Despite the soaring demand for community colleges, they face constraints and are compelled to operate with limited resources, compromising both educational opportunities and their contributions to local employment. A recent study advocates for a reprioritization towards community colleges and other postsecondary educational opportunities, urging states to reconsider their allocation of resources to bolster educational access and promote rural employment growth.
Amid budget cuts, schools are adopting unconventional measures for funding. Anaheim Unified School District employs GPS devices for students with unexcused absences, costing $8 daily per student, aiming to retain funding lost at $35 per absent student. Simultaneously, traditional schools switch to charters for increased funding and flexibility, impacting public schools financially. The efficacy of these initiatives on academic outcomes remains uncertain. Budget-driven decisions might harm education quality and overlook underlying issues. A Pepperdine University study exposes disparities in California’s education spending, revealing a decline in direct classroom spending despite overall funding increases. This highlights the urgency for comprehensive school finance reform, sparking discussions among policymakers, scholars, and the public. Optimizing spending efficiency becomes crucial to mitigate adverse effects during economic downturns. Engaging in informed dialogues and research is vital to avoid hasty, ineffective solutions, such as mandating GPS tracking for funding. California’s ongoing budget challenges call for a strategic reassessment of school finance policies. A collaborative effort involving stakeholders can pave the way for impactful reforms, ensuring optimal resource utilization without compromising educational standards amidst financial constraints.
California's proposed massive cuts to higher education, slashing $500 million from UC and CSU and $400 million from community colleges, will raise fees, reduce courses, and limit enrollment. Chancellor Jack Scott predicts turning away 350,000 community college students, significantly impacting the 45% of first-generation learners. CSU's 35% first-generation population also faces constraints. These cuts affect crucial support programs, services, and class availability, particularly for counseling and childcare. Wealthier UC students shifting to CSUs may intensify competition, disadvantaging vulnerable students. Public dissatisfaction, highlighted by a Public Policy Institute of California study, stresses concerns about affordability and borrowing. Possible solutions, like a sliding-scale tuition system based on family income, supported by 72% of Californians, aim to ease access barriers. Discussions must protect these students and explore strategies ensuring their access and success in higher education, securing California's future.
A recent LA Times article indicates positive views among Californians on immigrants, with 48% seeing them as beneficial and 59% supporting residency for long-employed undocumented workers. It urges a reevaluation of laws like AB540 and the California DREAM Act, emphasizing their economic advantages. Despite debates about costs, recent reports suggest that the actual enrollment of undocumented students in California's higher education may be as low as 0.23%. This challenges assumptions about financial burdens. Given California's immigration impact, the incoming governor must advocate actively for comprehensive immigration reform and the DREAM Act.
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
The Plyler v. Doe Supreme Court case in 1982 established that undocumented children have the right to a public education, protecting around 1.5 million children. However, the educational rights of about 65,000 undocumented high school graduates expire annually, posing challenges for their access to higher education. Texas passed HB1403 in 2001, allowing undocumented graduates to pay in-state tuition, citing economic benefits. Following suit, California passed AB540, providing in-state tuition but facing challenges in enrollment. California Senate Bill 1460, the California DREAM Act, aims to grant access to state financial aid for undocumented students who qualify for in-state tuition. Despite state investments in their education, Governor Schwarzenegger has vetoed the California DREAM Act three times. With federal immigration reform expected, there are questions whether California will seize the opportunity to tap into the potential talent pool of educated undocumented students by passing the California DREAM Act in 2010. The article highlights the resilience, academic achievement, and community contributions of undocumented students, urging recognition of their potential as an asset for the state.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
Our Children’s Education Should be a Priority as California Recovers from Coronavirus
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
Evidence to Inform Recovery
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
Summary of the 2020 PACE/USC Rossier Poll Results Presentation
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
What is the Economic Value of Community College Degrees and Certificates?
A current study analyzes the outcomes of students in Washington State's Community and Technical Colleges over seven years after enrollment. Researchers examine wage increases and employment patterns based on the type of credentials earned—short-term certificates, Associate Degrees, and Long-Term Certificates. The study highlights the significant economic benefits and enhanced employability associated with Associate Degrees and Long-Term Certificates, except for Humanities Associates Degrees, which show minimal wage increases. Interestingly, short-term certificates fail to contribute to increased wages or employment likelihood beyond earning college credits. The findings emphasize the need for prioritizing investment in credentials with higher market value, like Associate Degrees and Long-Term Certificates, despite their higher cost compared to short-term certificates. This is crucial, especially as there's been increased funding for short-term certificates despite their limited returns, as indicated in various state studies. Additionally, advocating for stackable short-term certificates to align with longer-term credentials could enhance the value of these programs. Lastly, efforts to guide students towards higher-return career pathways from the Humanities and Social Sciences, perhaps through early career awareness initiatives, are suggested.
Gap Years and College Internships
Students often interrupt their college education for various reasons, such as engaging in professional internships or taking voluntary breaks known as gap years or semesters. While past research has extensively explored the positive labor market outcomes of internships, little attention has been paid to their academic effects, or the impact of gap years, on students. In a comprehensive study examining over 100,000 undergraduate students across 463 U.S. institutions, internships emerged as beneficial, enhancing study habits, GPAs, satisfaction with coursework, future educational aspirations, and career ambitions. Conversely, gap years were linked to negative academic consequences, decreasing study habits, GPAs, satisfaction with college experiences, aspirations for further education, and interpersonal skill development, while increasing the preference for part-time employment post-graduation. The study suggests that institutions should promote and expand internship programs to support academic and career growth, while discouraging or providing disincentives for students considering gap years, highlighting the need for students to evaluate the academic implications before taking such breaks.
Are Students Affected by Colleges’ Small Application Barriers?
The process of applying and enrolling in college is increasingly expensive and time-consuming, yet students often make less-than-ideal decisions during this crucial phase. Recent studies have shown that students tend to apply to too few colleges, and high-achieving, low-income students often miss out on better-suited options. A new research paper, "Screening Mechanisms and Student Responses in the College Market," explores how seemingly minor factors—such as college application essays and fees—impact student behavior. Analyzing data from 885 four-year colleges between 2003 and 2011, a new study reveals that the requirement of application essays increased to around 57%, while approximately half of colleges raised their application fees by an average of 30% (around $10). The research shows that colleges introducing essays experienced a 6.5% decrease in applications, while a 10% fee increase correlated with a 1% reduction in applications. This highlights that even small changes significantly influence student decisions in the college application process, emphasizing the importance of these procedures for students, colleges, and policymakers.
Does Education Pay for Youth Formerly in Foster Care?
Over the last 15 years, federal and California laws have aided older foster care adolescents in completing high school and accessing higher education. Education is crucial for these youths, often lacking family support. Attainment significantly influences stable employment and self-sufficiency. Despite investments, few studies focus on educational impact for foster care teens. Research in three Midwest states showed small differences in employment and earnings between those with no credential and a GED. High school diploma completion offered a substantial advantage, while some college yielded further benefits, and the highest outcomes were seen in college graduates. On average, former foster care youths earned half of their general population counterparts and faced a 22-point employment gap. However, similar education levels narrowed these gaps, with education impacting foster care youths more than their peers. GED completion didn't significantly alter outcomes, emphasizing the importance of high school diplomas. Legislation emphasizing high school completion and college entry aligns with findings. Yet, to ensure sustained support during degree completion, laws might require reevaluation or expanded partnerships. The California Fostering Connections Act extension to 21 might boost college participation, but higher earnings suggest the need for ongoing support through degree completion.
The Role of For-Profit Colleges in Increasing Postsecondary Completions
California faces declining enrollment in public colleges amid budget cuts, while demanding more graduates. For-profit colleges (for-profits) offer a viable solution. Despite past demonization, for-profits were significant in 2009, enrolling around 400,000 and issuing 1 in 5 long-term certificates or degrees in California. Partnering with for-profits could bridge educational gaps. However, California’s fragmented higher education system needs a unified state-level body to set objectives, assess needs, and regulate institutions. Creating such an entity could streamline education goals and methods. Additionally, revising the federal 90/10 financial aid policy for for-profits could foster quality. Implementing a modified 90/10 rule in California would require at least 10% of students to pay tuition from non-federal sources, ensuring market-driven quality standards. While this wouldn't solve larger strategic issues, it offers an initial step to ensure educational standards while protecting student and taxpayer investments.
Do Community Colleges Contribute to Local Economic Growth?
In the post-World War II era, community colleges expanded significantly, initially tasked with providing higher education access to broader populations. However, from the 1970s, fiscal constraints led to reduced state funding, creating competition with other priorities like criminal justice. This shift resulted in declining support for community colleges, contrasting sharply with increased investment in incarceration. The repercussions of this budgetary shift are evident. Recent studies show that while community colleges significantly boosted local employment during periods reliant on state funding, more recent years marked by rising tuition fees and decreased appropriations saw a decline in their employment impact. Ironically, where community colleges maintained low tuition rates, an unexpected inverse relationship between their presence and local employment growth emerged. Despite the soaring demand for community colleges, they face constraints and are compelled to operate with limited resources, compromising both educational opportunities and their contributions to local employment. A recent study advocates for a reprioritization towards community colleges and other postsecondary educational opportunities, urging states to reconsider their allocation of resources to bolster educational access and promote rural employment growth.
Financial Crisis and Budget Cuts
Amid budget cuts, schools are adopting unconventional measures for funding. Anaheim Unified School District employs GPS devices for students with unexcused absences, costing $8 daily per student, aiming to retain funding lost at $35 per absent student. Simultaneously, traditional schools switch to charters for increased funding and flexibility, impacting public schools financially. The efficacy of these initiatives on academic outcomes remains uncertain. Budget-driven decisions might harm education quality and overlook underlying issues. A Pepperdine University study exposes disparities in California’s education spending, revealing a decline in direct classroom spending despite overall funding increases. This highlights the urgency for comprehensive school finance reform, sparking discussions among policymakers, scholars, and the public. Optimizing spending efficiency becomes crucial to mitigate adverse effects during economic downturns. Engaging in informed dialogues and research is vital to avoid hasty, ineffective solutions, such as mandating GPS tracking for funding. California’s ongoing budget challenges call for a strategic reassessment of school finance policies. A collaborative effort involving stakeholders can pave the way for impactful reforms, ensuring optimal resource utilization without compromising educational standards amidst financial constraints.
Cuts to California’s Higher Education System
California's proposed massive cuts to higher education, slashing $500 million from UC and CSU and $400 million from community colleges, will raise fees, reduce courses, and limit enrollment. Chancellor Jack Scott predicts turning away 350,000 community college students, significantly impacting the 45% of first-generation learners. CSU's 35% first-generation population also faces constraints. These cuts affect crucial support programs, services, and class availability, particularly for counseling and childcare. Wealthier UC students shifting to CSUs may intensify competition, disadvantaging vulnerable students. Public dissatisfaction, highlighted by a Public Policy Institute of California study, stresses concerns about affordability and borrowing. Possible solutions, like a sliding-scale tuition system based on family income, supported by 72% of Californians, aim to ease access barriers. Discussions must protect these students and explore strategies ensuring their access and success in higher education, securing California's future.
Nurturing Undocumented Student Talent in Higher Education
A recent LA Times article indicates positive views among Californians on immigrants, with 48% seeing them as beneficial and 59% supporting residency for long-employed undocumented workers. It urges a reevaluation of laws like AB540 and the California DREAM Act, emphasizing their economic advantages. Despite debates about costs, recent reports suggest that the actual enrollment of undocumented students in California's higher education may be as low as 0.23%. This challenges assumptions about financial burdens. Given California's immigration impact, the incoming governor must advocate actively for comprehensive immigration reform and the DREAM Act.
Welcome to Conditions of Education in California
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
Capitalizing on California-Nurtured Talent
The Plyler v. Doe Supreme Court case in 1982 established that undocumented children have the right to a public education, protecting around 1.5 million children. However, the educational rights of about 65,000 undocumented high school graduates expire annually, posing challenges for their access to higher education. Texas passed HB1403 in 2001, allowing undocumented graduates to pay in-state tuition, citing economic benefits. Following suit, California passed AB540, providing in-state tuition but facing challenges in enrollment. California Senate Bill 1460, the California DREAM Act, aims to grant access to state financial aid for undocumented students who qualify for in-state tuition. Despite state investments in their education, Governor Schwarzenegger has vetoed the California DREAM Act three times. With federal immigration reform expected, there are questions whether California will seize the opportunity to tap into the potential talent pool of educated undocumented students by passing the California DREAM Act in 2010. The article highlights the resilience, academic achievement, and community contributions of undocumented students, urging recognition of their potential as an asset for the state.
Getting Down to Facts
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.