Researchers investigated the impact of the YMCA High School Youth Institute (YI) on low-income urban youth. The comprehensive, year-round program significantly improved the academic performance of participants compared to a matched comparison group. YI students demonstrated higher standardized test scores in English Language Arts and Math, improved attendance, and notably higher academic grades. The success of the YI program stemmed from its comprehensive structure, emphasizing positive youth development through supportive relationships, meaningful engagement, skill-building activities, and technology integration. Key strategies for such programs included diverse academic support such as daily homework assistance, college readiness programs, technology access, GPA-linked internships, and project-based learning aligned with state standards. These programs aimed to develop critical skills while nurturing creativity through hands-on, community-focused learning. Tailoring programs for low-income youth involved a focus on technology proficiency, critical thinking, problem-solving, and information accessibility. Incorporating these elements into out-of-school programs effectively attracts, retains, and positively influences the academic achievement of high schoolers from economically challenged backgrounds.

In the months leading up to high school graduation in California, seniors excitedly anticipate the transition to college or the workforce. However, unforeseen financial and procedural obstacles often jeopardize the college plans of diligent students, resulting in what's termed "summer melt." Research, drawing on national surveys and urban school district data, reveals that 10 to 40 percent of college-intending students fail to enroll after being accepted, especially impacting low-income students and perpetuating socioeconomic disparities. The complexities of post-acceptance tasks, primarily linked to college financing, pose significant barriers. Students face challenges securing additional funds to bridge financial aid gaps and navigating bureaucratic hurdles, lacking guidance during the crucial summer period. Fortunately, interventions during this time have shown promise. Low-cost initiatives, like counselor-led support and text messaging campaigns providing task reminders and links, yielded substantial enrollment increases of 5 to 15 percent. These summer interventions, notably cost-effective compared to other college supports, present a crucial opportunity to assist low-income students. By investing in targeted information and counseling during this window, substantial strides can be made in enhancing college access for these hardworking individuals.

Co-enrollment, attending multiple colleges simultaneously, notably in California's UC or CSU campuses, lacks extensive research on its varied impacts. A recent study focuses on vertical co-enrollment (mixing two- and four-year colleges) and lateral co-enrollment (attending same-level institutions). Vertical co-enrollment positively affected degree completion and persistence for students starting at four-year colleges and bachelor's-aspiring community college students. However, lateral co-enrollment didn't influence degree completion for either group. These findings hold relevance for California's higher education strategies. Vertical co-enrollment aids community college students in upward transfers to four-year institutions, facilitating smoother transitions and successful degree attainment. Strengthening collaboration between colleges, especially in course articulation, would ensure seamless transfers. Additionally, co-enrolling at community colleges benefits beginning four-year students, especially those seeking cost-effective education. These institutions play a crucial role in supporting students from four-year colleges to attain the necessary coursework for a bachelor's degree. It underscores the responsibility of community colleges in aiding co-enrolled students. Further exploration into nuances of co-enrollment, such as course selection motivations, is essential. This understanding can guide institutions in better serving co-enrolled students and tailoring programs to their needs.

In recent years, California's Proposition 30 offered some relief to the Community College system, raising the course sections and reducing waitlisted students. Yet, a crucial problem persists: "seat rationing," limiting access. The Student Success Task Force addressed this through priority policies but faces challenges as these policies inherently prioritize certain students while limiting access for others. The upcoming statewide policy will allow flexibility at the college level, posing concerns about equity. Research on registration policies within California's colleges revealed significant variability in these policies, indicating a need for comprehensive studies on their short- and long-term effects. These policies might disadvantage specific student groups, highlighting the necessity for transparent communication and inter-institutional agreements. Moreover, there is a call to improve systems that help students find alternative courses when their preferences are full, possibly through technology-driven solutions. Finally, there's an urgent need for introspection on the underlying values in these policies as they shift from access to fiscal responsibility and credential completion. Understanding these assumptions is vital for informed decisions about the future of community colleges.

High school counselors, often overlooked, are vital in guiding students toward college. The Pathways to College Act acknowledges their role, yet many schools lack systematic ways to provide crucial college and financial aid information. A national study explored how counseling norms and resources impact college-going rates. Findings revealed that a school's environment significantly shapes its college culture. Counseling departments are crucial, with their workload and focus on college counseling directly influencing a school's atmosphere. Resources like financial aid assistance, college fairs, and college-level courses also impact college attendance rates. Schools were categorized based on counseling structures: divergent, emergent, and convergent. Effective counselor education is vital for meaningful college counseling, and counselor caseloads should align with counseling goals. Beyond counselors, school climate and student attitudes shape the college culture, demanding engagement from administrators to foster a supportive environment. Policy implications stress comprehensive counselor education, aligned caseloads, and broader school involvement in promoting a college-going culture. Understanding a school's counseling structure aids administrators in resource allocation, fostering values that enhance college access for all students.

The Student Success Act of 2012 in California prompts a restructure of student support services in higher education. A new study evaluating a guidance program at South Texas College offers insights for California policymakers and nationwide. This program aimed to aid students struggling in entry-level math courses, a common hurdle in community colleges. It involved Beacon Volunteers giving brief presentations in math classes about available campus services. The evaluation, using random assignment, showed a 30% increase in tutoring center visits and a 20% drop in math class withdrawals. While overall pass rates didn't significantly rise, part-time students benefited with a 10% increase in pass rates. The study highlights the effectiveness of brief, in-classroom interventions and suggests lessons for researchers and practitioners, emphasizing the feasibility of whole-class randomization, the need for more tutoring center research, and the scalability and affordability of such interventions. It underscores the impact of providing information directly to students before they require assistance, offering valuable insights for educational practices.

Researchers explore the impact of class diversity on cross-racial interaction in higher education, particularly pertinent in states post-affirmative action bans like California. While class diversity indirectly influenced interactions, racial diversity had a direct effect. Interacting across class lines correlated with greater racial interaction, but class diversity alone did not ensure robust engagement with racial diversity. A new study finds that despite a relationship between race and class diversity, they are not interchangeable. Racial diversity's impact was not overshadowed by class diversity, indicating its distinct influence on cross-racial interaction. Class diversity, coupled with racial diversity, was noted to challenge racial barriers and enhance conditions for interracial contact, aligning with Gordon Allport's contact theory. In California's higher education, threats to diversity arise from limited state funding and increased out-of-state enrollments. Despite enrolling many Pell Grant recipients, racial diversity remains limited, highlighted in legal cases such as Fisher v. University of Texas. The study underscores the crucial role of both class and racial diversity in preparing students for engagement in a diverse society and contributing to civic good.

Policymakers aim to boost four-year college attendance for disadvantaged students who often end up in less advantageous two-year colleges. Navigating complex college procedures without parental guidance poses challenges. Traditional counseling falls short due to time constraints and individualized approaches. Chicago Public Schools introduced a coaching model focusing solely on postsecondary plans, engaging students proactively, fostering relationships, and utilizing group sessions. Studying students post-high school revealed gaps in the enrollment process, especially among Latino and low-SES students. Encouraging completion of college-related tasks bridged these gaps, increasing specific plans and enrollment chances. Schools with coaches saw higher rates of students attending four-year colleges, particularly benefiting low-SES and Latino students. However, questions linger about neglecting high achievers, early intervention's impact, and long-term college persistence effects. New research underscores that group advising, like the coach program, may enhance educational outcomes for disadvantaged students, promising potential improvements in the future.

Career and technical education (CTE) battles outdated perceptions as a fallback for struggling students. Despite national academic reforms, CTE has evolved, emphasizing college and career readiness through blended academic and technical skills. Federal initiatives like the Perkins Acts transformed CTE into a broader curriculum, aiming to equip students with various skills through career clusters and integrated courses. Analyzing over 7,000 students' transcripts, a recent study found that those taking occupational CTE courses alongside academics showed similar math learning gains to those solely in academic courses. This challenges expectations of CTE's academic impact, particularly amidst initiatives like the Common Core State Standards (CCSS), which emphasize academics and integration. The study questions CTE's effectiveness in improving math learning and suggests the need for refined courses that better reinforce academic skills. It prompts a reevaluation of federal investments in CTE, highlighting the necessity for alignment with evolving academic standards to benefit students' overall educational outcomes.

California's 2011–12 academic year showed a drop in dropouts and a rise in high school graduation rates. Graduates from the ninth grade in 2008–9 reached 78.5%, a 3.8% increase over two years. Federal data also highlight this trend, marking California's highest graduation rate in two decades. However, challenges persist, with significant disparities among racial groups. Factors like national campaigns and local initiatives contribute to these positive shifts, yet broader improvements will require addressing societal issues like unemployment and poverty. These advancements in graduation rates reflect collaborative efforts from various stakeholders, but the trajectory for future progress hinges on deeper community and familial support, especially in tackling socioeconomic challenges.

The prevailing educational focus on "college and career readiness" lacks consensus on defining and measuring career readiness, showcasing a deeper divide in assessment policy discussions. During the Bush administration, a stance simplifying tests to a universal concept clashed with the nuanced understanding of varied test types. This underlines a fundamental divide: comprehensive assessments seeking detailed insights into students' strengths versus standardized tests sorting students based on proficiency in specific subjects like math and English. This predominant view oversimplifies readiness, equating college and career readiness and reducing it to performance in math (such as Algebra II in California) and English. Challenging this status quo demands demonstrating how more complex assessments—providing insights into diverse skills and knowledge—justify their costs in determining students' readiness for adult life. Shifting this perspective entails proving the value of intricate assessments against the expenses, aiming to showcase how comprehensive insights into students' abilities outweigh the complexities—a challenging endeavor in assessment policy.

Research findings indicate that the California High School Exit Exam (CAHSEE) exit exam has not yielded the expected benefits and, instead, has negatively affected many students. Criticism revolves around the exam's low proficiency levels in math (7th-8th grade) and English (10th grade). The debate focuses on the necessity of the exam and the appropriate performance standard. Increasing the bar to a college-ready level might significantly raise graduation failure rates, while eliminating the exam could diminish a student's incentive for engagement. With the emergence of new assessment systems aligned to Common Core Standards, the conflict between graduation requirements and college readiness will likely intensify, potentially leading to the abandonment of the exit exam.

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.

"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.