The article discusses the importance of parent involvement in education and its effects on student achievement. It suggests that schools need to create a welcoming environment for parents and engage them in meaningful ways, such as through volunteering and decision-making committees. Additionally, the article emphasizes the need for schools to provide information and resources to parents, especially those who are disadvantaged, to ensure that they are equipped to support their children's learning at home.

The politics of policy making for children is complex due to the multiple interest groups involved. Fragmented policies exacerbate the problem of declining life situations for children. A comprehensive children's policy is needed, but traditional interest-group approaches to policy development must shift to integrate services for children. California's politics of children's policy is briefly explored. The current political paradigm must fundamentally change to open policy doors for broad-based integrated services for children.

The Californians will vote on Proposition 174 which will amend the state constitution to establish "scholarships" for kindergarten to 12th-grade schooling. These new schools will be publicly funded but may have privately selected governing boards and religious orientation. It is unclear whether they will be public or private schools. The paper attempts to reduce uncertainty regarding the financial consequences of the proposed voucher plan and address questions about public costs and possible cost savings.

PACE has analyzed the financial, legal, and social ramifications of Proposition 174, the school choice initiative, so as to provide Californians and policymakers with accurate, unbiased information. This packet contains important questions and answers about the initiative, summaries of PACE's financial analysis and polling report, and background information on PACE and its directors.

The "Parental Choice in Education Initiative" or Proposition 174, will be voted on by Californians on November 2, 1993. PACE has conducted an analysis of the initiative's provisions to provide objective information to policymakers, parents, educators, and the public. PACE is not taking a stance on the initiative but has produced additional materials related to the initiative and the issue of school choice. These materials are listed in the attached report on school choice.

California's education reform strategy includes creating high-quality curriculum frameworks to upgrade K-12 education, which raise expectations for students' knowledge and understanding of language arts, mathematics, science, and history/social science. The frameworks focus on learning for understanding, problem-solving, and applying knowledge to real-life situations. The goals are to produce students who know how to learn, analyze issues, solve problems, and apply their knowledge to real-world problems.

California's public school student achievement is improving but still has a ways to go to meet world class standards. Increasing enrollments, declining revenues, and political issues are distracting from education reform. This policy brief seeks to bring attention to building public visibility and political consensus around national strategies for accelerating education reform. The message is not that California's public education system will be subordinated to a monolithic national reform effort.

American education reform stresses the importance of principals as instructional leaders, but most are not effective in this role. Research suggests that innovative administrator training is needed to transform the role of site administrators. Content and process criteria have been identified, and several state-sponsored training programs have been established to meet them. One such program is the California School Leadership Academy, which provides a three-year program for aspiring and practicing site administrators with an emphasis on instructional leadership.

The seventh edition of Conditions of Education in California by PACE focuses on education policy issues in a national context. The report analyzes California's education data by placing it in multi-state, national, and international contexts. The report's first three chapters analyze evolving education policy issues, Sacramento political dynamics, and student achievement. The remaining three chapters provide longitudinal data on student enrollment, finance, and system characteristics. The report aims to provide a continuing picture of education in California.

This article contends that school-linked services and education reform efforts are integrally related. Successful implementation of school-linked services requires new roles and responsibilities for all levels of school personnel. Drawing on general experience and citing specific examples from the New Beginnings experi­ence in San Diego, the article outlines these new roles and responsibilities for school superintendents, board members, principals, and teachers. It describes the plan­ning process involved, a process that includes an initial feasibility study and commu­nity needs assessment; a...

School finance has become a prominent issue again due to court decisions and litigation in several states. This article explores school finance changes in the 70s and 80s and outlines key issues for the 90s, including the relationship between finance and education goals, site-based management, teacher pay, accountability, school choice, and nontraditional issues such as preschool and non-educational services for children.

Debate over school choice has been reignited due to the school reform movement and frustration with low academic achievement. The conversation becomes heated when private schools are included in the system of choice, as proponents believe it will foster competition and improve schools, while opponents argue it will harm public schools and society. This article aims to shed light on the complex issue of school choice.

Traditionally, educational evaluation has focused on measuring student achievement and program performance. However, education reforms are now linking schooling to economic development, leading to a shift towards managerial expectations and politicization of the field. This article explains the human capital imperative and its relation to education, summarizes the history of educational evaluation, and outlines an alternative model for educational appraisal in the context of government-led education system reforms aimed at enhancing national economic growth.

The U.S. ranks low in international education comparisons, but the discussion is misleading because it does not look at postsecondary education. The value added by the postsecondary education system, including community colleges, trade schools, and universities, is ignored. The U.S.'s strongest suit is probably its entire postsecondary education system in the international arena.

This study compares the post-secondary experiences of graduates from California Partnership Academies with their matched comparison groups. The findings show that Academy graduates are doing equally well as comparison students in the first year or two after graduation, indicating that Academy programs have not achieved higher graduation rates at the expense of lower success rates after high school. However, there may be more subtle differences between the two groups that are not detectable by simple measures.

CA's education system is affected by external factors like shifting demographics, declining economics, and intensifying politics, limiting the traditional routes of local decision-making and property taxation. Although some districts show excellence and commitment, creating and sustaining a statewide education system to meet 21st-century expectations is difficult without a comprehensive reform plan. Political conflict over revenue earmarking and school reform distracts from education improvement. This report describes and analyzes these issues, suggesting a comprehensive set of solutions.

Educational indicator systems are in demand in the US due to their strong linkages to policy issues. This article covers five major issues related to educational indicators, including what they are, major initiatives in the US, and indicator strategies in California. It also discusses key issues related to indicator development and use and outlines alternative strategies for making sense of educational indicators, which are currently missing in the US.

The Trust Agreement Project, initiated in September 1987, is a joint effort of 12 California school districts and their teachers' unions. It enables teachers and school management to develop agreements on professional issues beyond the traditional scope of collective bargaining. The agreements cover topics like teacher evaluation and curriculum development, and aim to enhance educational capacity by promoting collective responsibility for educational processes and outcomes. The project appears to be altering decision-making processes and encouraging collaboration between unions and management.

The new global economy is reshaping education worldwide, necessitating policies that expand access and enhance quality. Despite different educational systems, similar issues need to be addressed, resulting in an international convergence of education policies. The article discusses the emerging economy, educational challenges, policy alternatives, and compares recent reforms in the US and UK.

California saw renewed interest in the issue of education choice in the late 1980s, with 11 bills introduced in the 1989 legislative session. The primary reason for this is the reluctance to consider public aid to private schools. California State Superintendent Bill Honig proposed AB 2134, which would require parents to choose a public school each year. The politics of choice have changed, and low-cost proposals that don't promote alternative school sites have become popular. This paper analyzes the California bills and their implications for education choice in California.

This is the fifth edition of Conditions of Education in California. Over time, the content and format have changed in keeping with suggestions made by readers. This publication is based upon compilations and syntheses of information collected by other agencies and individuals. These sources are noted throughout the text. We wish here to express our appreciation to these others upon whose efforts we depend so heavily. Also, PACE undertakes a substantial amount of original data collection and analysis. We make specific mention of this throughout the text.

This report presents findings from the third annual evaluation of Partnership Academy Programs in CA, a high school-based, state-funded program with a school-within-a-school administrative structure that enrolls at-risk students with academic potential. The program provides students with basic job skills in a promising labor-market field and support from local businesses, including curriculum development, guest speakers, field trips, mentors, and work experience positions. The evaluation addresses the quality of program implementation and the degree to which programs follow the academy model.

An inventory of 30 California districts reveals their policy stance on teacher professional development, which primarily consists of skill acquisition through district-led programs. Other sources, such as universities or professional communities, are less visible. The districts are the dominant providers of development opportunities, with expenditures reflecting a ready marketplace of predetermined programs. Alternative routes to professional growth are less evident.

The notion that larger school districts are superior has changed, with some researchers advocating for smaller ones. Recent reform reports have focused on the school site as the decision-making seat. Three main issues guide district size research: fiscal efficiency, school effectiveness, and community identity. Although research has been conducted, there is still no definitive answer. This article explores the research and debate on the "right" size for school districts and identifies unanswered questions, hoping to kindle interest in further research.

This report provides social indicators to evaluate the quality of life for children in California, covering physical and mental health, safety, sexual behavior, academic achievement, and the settings and systems that serve children. Despite most children being healthier and better schooled than in the past, recent polls indicate concern about child-rearing and the likelihood of an expanding educational underclass. The report aims to offer a portrait of the quality of California's children, address gaps in available data, and provide limited policy recommendations.