The primary aim of state finance systems across the U.S. is to achieve equalization, especially in states with local school funding under legal scrutiny. California’s current revenue limit and Governor Brown’s proposed formula both follow the traditional foundation state-aid model. In this structure, state aid per pupil is calculated as the foundation amount minus the required tax rate multiplied by assessed property wealth per pupil. Determining the foundation amount involves historical, political, and cost-based considerations. California’s current system heavily relies on historical expenditure levels from the 1970s, adjusted for inflation and equalization. Brown's proposal seems influenced by state average revenue limits after budget-induced cuts. Setting the foundation amount based on the actual cost of education remains a point of contention. California’s approach, compared to other states, tends to lag in per-pupil spending despite achieving equalization post-Serrano. States often adopt foundation formulas, aiming to increase spending in poorer districts ('leveling up'), yet California's spending remains lower on average. The ongoing debate emphasizes balancing actual educational costs, political feasibility, and historical context. Brown’s proposed base amounts, while lower than past estimates for California's educational needs, are not significantly different from those in other states using the foundation formula. However, comparing base amounts across states requires understanding that these figures represent the minimum cost to educate students without additional needs or district-specific characteristics.

In the discourse surrounding Governor Brown’s proposed “Local Control Funding Formula” (LCFF), the "School Finance" series aims to dissect long-debated issues prevalent in school finance, exploring known and unknown facets. While delving into specifics of the funding formula in future posts, the series initiates with a retrospective perspective on California’s educational funding evolution. It outlines the simplicity but inherent complexity of the current system, rooted in district revenue limits and categorical aids. Historic milestones like Serrano v. Priest and Prop 13 reshaped the state's funding landscape, emphasizing equity but excluding targeted funds from equalization discussions. Notably, the series emphasizes the evolution towards equitable distribution through foundation state-aid formulas, similar to Brown’s proposed model. It highlights the trade-offs between centralized funding, equal distribution, and local control, presenting Brown’s formula as offering enhanced spending flexibility by replacing categorical programs with cost-specific weights. The series underscores that while California’s move aligns with existing models, empirical insights should guide policy decisions for the welfare of its students.

Educational challenges persist for foster care youth, with limited solutions documented. In urban Seattle, a program supporting middle schoolers in foster care significantly enhanced reading skills over a school year through tutoring, mentoring, and advocacy. While replicating the entire program might not be feasible, integrating key aspects into existing systems holds promise. Establishing liaisons between education and child welfare systems, promoting mutual professional awareness, ensuring seamless communication for individualized care, and offering tailored support via community resources and volunteer tutoring are vital steps. Equally crucial is preparing these youths for adulthood, encompassing college planning, vocational training, and life skills. Collaboration among social workers, educators, and caregivers emerges as crucial for fostering academic success and overall well-being for foster care youth. Aligning efforts and resources can create a supportive environment conducive to their educational achievements, addressing their vulnerabilities effectively.

In examining the state of gifted and talented education (GATE), the impact of financial strains on these programs in California becomes apparent. During budget constraints, districts often slash funding for GATE, leading to drastic program reductions. Despite the belief that gifted students can excel without additional resources, international assessments, like the Trends in International Mathematics and Science Study (TIMMS), reveal American gifted students underperform globally, notably in math and science. This underperformance might stem from the inequitable funding landscape where the average district receives minimal state support ($3.38 per pupil), leaving only a minority with additional funding. Advocating for increased GATE funding seeks to rectify disparities rather than create inequality. The present funding discrepancies result in a form of horizontal inequity, suggesting that access to resources shouldn't hinge on a district's wealth. Encouraging uniform opportunities for gifted students, regardless of district economic status, aligns more with equitable education principles.

California's famed 1960 Master Plan for Higher Education, a triumph in many regards, has faltered in one key aspect: the state ranks at the bottom among states in the percentage of college-age individuals achieving a bachelor's degree. This low attainment stems from restrictions within the Master Plan, limiting access to 4-year baccalaureate institutions to only the top eighth and third of high school graduates for the University of California and state colleges, respectively. Consequently, community colleges have absorbed the majority of enrollment growth, with 40% to 50% of all students seeking a B.A. Now, California ranks last in college students attending 4-year institutions. Researchers advocate for expanded 4-year enrollment capacity, citing the powerful link between 4-year college enrollment and bachelor's degree attainment across states. A new study proposes restructuring through hybrid institutions, like university centers and 2-year university branch campuses, aimed at bridging the gap between 2-year and 4-year institutions to facilitate more direct entries into bachelor's programs. These adjustments, while not altering the Master Plan's core, strive to enhance the collective capacity of UC, CSU, and the community colleges toward supporting baccalaureate education, aligning with the overarching aim they share.

A new study examines combination classes' impact on first-grade academic achievement with data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K). Researchers contrast students in single-grade classes to those in K–1 and 1–2 combination classes. Contrary to prior studies, this analysis found no discernible difference in reading, math, or general knowledge scores between students in combination classes and those in single-grade setups. Schools offering combination classes appeared more disadvantaged, primarily located in the western U.S. and often on a year-round calendar. The study acknowledges potential unobservable biases and the limitation of its scope and size. Nonetheless, it challenges previous findings and emphasizes the need to consider school variations when evaluating combination-class impacts on student achievement.

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.

Teacher preparation in California encounters challenges, prompting reform initiatives. Superintendent Torlakson’s Task Force on Educator Excellence proposed improved accreditation and robust performance assessments. A study comparing three California State University pathways—traditional, internship, and CalStateTEACH online-supported programs—revealed insights. Over seven years, the online pathway stood out, earning the highest ratings in all 17 teacher composites compared to traditional and internship routes. However, supervisor ratings didn't significantly differ between pathways, including overall effectiveness. The study highlighted the online program's strengths: structured curriculum, cohort learning, integrated fieldwork, and additional mentoring. These findings can guide policymakers in teacher training reform. Further research on participant characteristics and evaluation discrepancies could bolster comprehensive reforms.

The Urban School Leaders (USL) program at California State University Dominguez Hills, backed by a five-year federal grant, embodies a partnership between LAUSD districts and the university. Its goal is to prepare leaders for high-needs schools, enhance staff development, and foster student achievement. Adapting to students' needs and the evolving demands on schools has prompted ongoing reflections and changes within the program. Continual adjustments maintain curriculum rigor while integrating theoretical knowledge with practical experiences. The program's evolution is a collaborative effort involving curriculum review, aligning with standards, and emphasizing research-based practices. Forming and nurturing partnerships with school districts necessitates time, flexibility, and creativity, ensuring meaningful dialogues among stakeholders to address LAUSD's student needs. This ongoing learning process emphasizes the importance of active experiences and reflective learning for educational leaders. The success of the program holds promise for policy implications, establishing a new paradigm in leader development, emphasizing ongoing university-district partnerships, transforming urban communities, and embedding research as a regular practice within educational settings. This model foresees universities becoming hubs for continual development, fostering a transformed educational landscape by nurturing stable communities and promoting ongoing research-driven improvements.

In response to concerning National Assessment of Educational Progress data indicating 79% of urban eighth graders reading below proficiency, scholars offer varied explanations—cultural disparities, instructional oversight, and a content-focused approach in secondary education. Few instances are documented of schools successfully addressing these challenges. A new study chronicles Grant Street Secondary School's transformation, witnessing a notable drop from 30% to 2.9% in students reading far below level in five years, fostering a robust "culture of reading." It explores the school's context, highlighting the principal's role as a literacy advocate, engaging in professional development and modeling reading initiatives. Collaborative schedules enabled teachers to jointly design curriculum, review student work, and integrate innovative methods. Grant Street's success underscores the importance of gradual changes and the interaction between schoolwide accountability and teacher autonomy. Prioritizing teacher growth and cultivating a reading-focused environment led to significant progress, emphasizing the pivotal role of leadership, collaboration, and pedagogical emphasis in enhancing literacy.

In recent years, California has prioritized multicultural education to serve its diverse student body and enhance global competitiveness. Despite this focus, a study highlighted concerns regarding minority student retention, citing feelings of alienation and stereotypes among students. Surprisingly, fewer than half of the state's community colleges had multicultural graduation requirements, lacking depth in higher-order thinking skills in this realm. The study emphasized the discrepancy between campus diversity and the existence of these requirements. The Academic Senate initiated investigations into implementing ethnic studies requirements and urged curriculum committees to evaluate student compliance. Multicultural education remains pivotal in shaping diverse student experiences, warranting further research to gauge recent progress in these requirements across California's community colleges.

The collaborative effort between Cal Poly Pomona and PUSD resulted in the establishment of the Great Leaders for Great Schools Academy (GLGSA), an innovative principal preparation program. Its success stemmed from robust collaboration, a shared vision, and mutual responsibilities, aligning leadership theories with PUSD's needs. GLGSA incorporated a rigorous selection process, mentor-led apprenticeships, thematic curriculum, and comprehensive evaluations. Seven recommendations emerged from this partnership: fostering mutual support, understanding needs, involving skilled evaluators, regular goal reassessment, prioritizing constituents' needs, aligning programs with district goals, and utilizing evaluation evidence for enhancement. This partnership significantly bolstered PUSD's capacity to cultivate transformative administrators, amalgamating theoretical knowledge with practical experiences tailored to specific workplace contexts.

California's education funding system, laden with layered regulations akin to geological strata, restricts innovation and flexibility. Governor Jerry Brown's Local Control Funding Formula (LCFF) proposes a significant overhaul, consolidating scattered funds into a flexible per-pupil grant. This reform aims to empower educators by freeing them from rigid spending rules, shifting focus from compliance to achieving student goals. Additionally, the plan directs extra resources to schools supporting disadvantaged students, offering supplementary aid based on the level of need. Notably, the proposal doesn't reduce funding but allocates more to districts facing greater challenges. The reformation aspires to create a fairer, more efficient, and innovative education finance system, paving the way for a more promising educational landscape in California.

A new study explores the impact of full-day kindergarten on English learner (EL) students in California, a group previously overlooked in research on extended kindergarten programs. While overall findings showed no significant difference in performance between EL full-day and half-day students in first or second grades, nuanced benefits surfaced within specific subgroups. EL students in full-day programs were 5.2% less likely to face retention in early grades, indicating potential help for at-risk students. Moreover, EL students with stronger English skills upon kindergarten entry exhibited advantages: they were more likely to progress to fluent-English proficiency by second grade, demonstrated higher reading skills, and slightly improved English fluency. Interestingly, students from lower-performing schools experienced the most substantial benefits from full-day kindergarten. Despite no broad performance differences, targeted advantages for specific EL subgroups emphasize the nuanced impact of extended kindergarten hours. Schools considering adopting full-day programs should weigh these specific benefits against implementation costs for individual districts.

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.