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In the run-up to 2020 elections, where do California voters stand on key education policy issues? This report examines findings and trends from the 2020 PACE/USC Rossier poll. Key findings include rising pessimism about California education and elected officials, continued concern about gun violence in schools and college affordability, and negative opinions about higher education. However, there is substantial support for increased spending, especially on teacher salaries.
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The 2018 Getting Down to Facts II research project drew attention to California’s continued need to focus on the achievement gap, strengthen the capacity of educators in support of continuous improvement, and attend to both the adequacy and stability of funding for schools. Based on the nature of the issues and the progress made in 2019, some clear next steps deserve attention as 2020 unfolds.
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California has sought to increase high school students’ access to college courses through dual enrollment. This brief matches high school and community college datasets, revealing that 12.6% of state high school students take college courses, higher than the national average. However, Latinx and African American students, as well as socioeconomically disadvantaged students, were underrepresented in community college course-taking. The vast majority of California public high schools lack formal dual enrollment programs, limiting access to an important onramp to the early college experience.
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The Local Control Funding Formula (LCFF) in California was designed to increase flexibility, transparency, and equity in school districts. This report examines how Los Banos Unified School District and Chino Valley Unified School District used the LCFF to serve English Language Learners (ELLs). Both districts used the LCFF to create advocacy spaces and develop internal coherence to benefit ELLs with locally devised mechanisms and structures.
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California Governor Gavin Newsom prioritized early childhood education with new funding. However, sustaining and building on preK progress remains challenging. PreK–3 alignment has shown to be effective in coordinating standards, curricula, instruction, assessments, and professional development. This study examines California’s preK–3 alignment landscape to better understand the challenges and recommends policy implications to prioritize alignment, offer training, and streamline licensing requirements.
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This report examines the early implementation of California's Statewide System of Support, which is designed to empower local educators in determining the best approaches to improvement. While COEs and district officials hold positive views of the system's emphasis on support over compliance, they have concerns about under-resourcing and the effectiveness of the Dashboard measurement tool. The report provides five recommendations to make the System of Support a more comprehensive system aligned with the Local Control Funding Formula.