College and career readiness is at the heart of California’s State Standards. State policymakers have emphasized the need to better align K–12 education systems with higher education to ensure a more seamless transition for young adults between high school and college, and between high school and the labor market. This is critically important, as California’s education system is highly fragmented. K-12 schools, community colleges, and the two university systems (CSU and UC) operate under entirely separate governance structures, and rely on distinct sources of funding. As a result, these different "segments" of the education system generally operate independently of one another, developing policies and practices to serve their own students with little or no effort to consult with other segments. Intersegmental partnerships can provide the institutional framework for the multiple segments in California’s education system to work together to tackle these large problems. In this project, PACE researchers investigate where California’s students attend college and how they are doing and how local partnerships between and among segments can work to strengthen alignment in standards and expectations between K-12 and post-secondary education, with the goal of accelerating students’ progress through the system.
A new PACE policy brief summarizes the findings from a study investigating the impact of the California High School Exit Exam (CAHSEE) on California’s lowest performing students. Utilizing longitudinal data from four large urban school districts, Sean Reardon from Stanford and Michal Kurlaender from UC-Davis compare students scheduled to graduate just before (2005) and after (2006-07) the exit exam became a requirement for graduation from California high schools.