Research shows that dual enrollment—a practice in which high school students take college courses while they are still in high school—has multiple benefits for student success in both systems. This brief, produced in partnership with Wheelhouse, breaks new ground by matching high school and community college datasets to provide a clearer picture of college course-taking among California public high school students statewide. The authors find that nearly 13% of high school students took a course at a California Community College at some point during their high school years. However, 82% of California high schools have no students enrolled in community college courses, and there are significant disparities in dual enrollment participation by race and socioeconomic status.

When then-Governor Jerry Brown signed the Local Control Funding Formula (LCFF) into law in 2013, California’s leaders were hopeful that this legislation would set high expectations for flexibility, transparency, and equity within school districts. A key component of the legislation was to allow districts more flexibility to make spending decisions as they saw fit to serve their students.

This PACE study found the depth and strength of California districts’ preK–3 alignment efforts to vary considerably. As preK–3 alignment is not an explicit state priority, districts do not feel obligated to focus on it in the face of many other demands. Divergent beliefs among districts about the role and purpose of preschool can enhance or inhibit alignment efforts, as can the formal roles of district preK directors and elementary principals who have preKs on their campuses. Different licensing requirements for preK and elementary teachers as well as the complicated web of regulations associated with different funding streams influence the strength of alignment efforts. Even within these constraints, however, there are many steps districts can take to improve preK–3 alignment.

This report examines the early implementation of California’s statewide System of Support. The System of Support has received general acclaim from County Offices of Education (COE) and district officials for its emphasis on assistance over compliance, and COEs have taken varying approaches to providing that assistance depending on the local context of the districts eligible for support and the COE’s internal capacity. Interview and survey data suggest significant challenges to realizing a robust support system, including inadequate funding, uneven COE capacity, and problems with the Dashboard data used to identify eligible districts. Overall, the System of Support has yet to become a true system.