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.

The Long Beach Promise exemplifies a coordinated post-secondary education pathway, a rarity within California's fragmented system. Presently, the state operates three separate systems—UC, CSU, and CCC—each operating independently and often competing for resources. The Long Beach Promise stands out as an exception, showcasing collaboration among CSU, CCC, and K–12 educators to create a clearer path to college. Central to this initiative is the Early Assessment Program (EAP), pivotal in indicating readiness for college-level coursework. It offers students a consistent understanding of college readiness and eases transitions between high school and college. Notably, Long Beach's model is being emulated across California, with initiatives like PACE in the Inland Empire and similar efforts in San Francisco and Sonoma County. These regional collaborations focus on increasing EAP participation and using it for post-secondary placement. These projects symbolize a departure from institutional autonomy toward a cohesive education system aimed at serving local students better. By relinquishing some independence, individual institutions contribute to constructing an integrated educational structure that addresses critical challenges faced by the state's education system. This collective effort promises tangible progress in enhancing college access and success for California's students.

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.

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.

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.