California has the lowest elementary school counselor-per-student ratio in the U.S., with most schools lacking counselors. A recent study found that states adopting aggressive counseling policies experienced positive changes in student learning and behavior. Mandates for a minimum counselor–student ratio or subsidizing counselor employment reduced teacher-reported instructional issues and lowered problems like fights, cutting class, stealing, or drug use. Greater counselor availability correlated with improved student learning and mental health. The findings suggest substantial benefits from additional elementary school counselors, making them potentially cost-effective interventions. Even in tight fiscal times, mandating a minimum level of mental health services in schools could be wise, leading to better student and teacher welfare. Future research could explore the most effective form of mental health services in schools, considering counselors, social workers, or psychologists in school-based health centers.

Researchers investigate the efficacy of California's technical assistance response to the Elementary and Secondary Education Act (ESEA) requirements, specifically focusing on District Assistance and Intervention Teams (DAITs) in low-performing districts. A new study spans three years and examines the impact on student achievement in math and English language arts (ELA) for Program Improvement Year 3 (PI3) districts, separating them into DAIT and non-DAIT groups. The findings reveal a statistically significant positive impact of DAITs on math achievement, with suggestive evidence of improvements in ELA scores. Additionally, DAITs contribute to reducing achievement gaps among different student groups. While the study cannot pinpoint the specific actions of DAITs leading to improved outcomes, it highlights their potential role in enhancing focus on data-guided instruction, shaping district culture with high expectations, and increasing within-district accountability. Results suggest that intensive technical assistance interventions, such as DAITs, could be a cost-effective means of improving student achievement in low-performing schools and districts, emphasizing the importance of exploring technical assistance provisions in accountability policies for broader applications.

The Legislative Analyst's Office (LAO) conducted surveys from 2010 to 2012, gathering data on California school districts' response to recent state actions affecting their budgets. Echoing RAND's findings, the LAO observed widespread use of categorical flexibility, with districts shifting Tier 3 funds toward general purposes. Over 90% of 2012 respondents noted that categorical flexibility facilitated budget development, aligning with RAND's conclusion that it helped maintain fiscal solvency, staff retention, and core educational programs. These findings highlight the impact of the state's budget crisis on districts' use of Tier 3 flexibility. While some advocate for increased local discretion over K–12 funds to encourage school-based decision-making, fiscal constraints and Tier 3 limitations suggest a different reality. Despite challenges, district feedback from both surveys indicates a preference for expanded near-term categorical flexibility and the permanent elimination of most existing categorical programs. The surveys imply that recent flexibility provisions, amid significant budget reductions, have reshaped districts' budgeting and program prioritization. The current disconnect between Tier 3 funding allocations and student needs underscores the necessity for fundamental restructuring in California's K–12 funding system, contingent upon the state's ability to monitor student achievement and ensure accountability.

California grapples with crucial decisions on school funding allocation, debating between categorical funding and flexible use of funds. In 2007–08, 40% of state funds for K–12 education were categorical, but a 20% reduction and removal of restrictions from 40 programs (Tier 3) in the following year allowed districts more fiscal flexibility, providing a unique opportunity to observe outcomes. A 2010 study by RAND Corporation, UC Berkeley and Davis, and San Diego State University assessed the impact. The survey involved chief financial officers in 223 districts. The findings indicate that most districts used the newfound flexibility to balance budgets and preserve existing programs rather than initiate new initiatives. The flexibility allowed reallocation of categorical aid money into general funds, affecting specific programs. Teacher professional development and general-purpose school improvement funding were commonly reallocated. Notably, major categorical aid decisions were predominantly made by district office staff and superintendents, not school principals. The fiscal environment, marked by an 18% reduction in state funding since the recession, strongly influenced allocation decisions. Researchers conclude that the hope for widespread innovation through local control proved unrealistic, although flexibility allowed districts to respond adeptly to changing fiscal conditions during a budget crisis.

PACE's "Conditions of Education in California" has been relaunched with a renewed focus on new research addressing critical issues in California education. The blog aims to foster an informed discussion of policy challenges within the state's education system. Jennifer Imazeki, a Professor of Economics at San Diego State University, has taken on the role of Managing Editor. With expertise in the economics of education, Imazeki has contributed to various reports and projects on topics such as school finance reform and teacher labor markets. The blog's initial posts delve into research on the impacts of increased flexibility in categorical program funding. The platform invites readers to engage in the conversation and subscribe to the blog for regular updates through the RSS feed. Researchers are encouraged to reach out to Jennifer if they have work relevant to the policy community. The relaunch aims to contribute to a more informed dialogue to address the challenges facing California's education system.