This report updates previous research on California's Local Control Funding Formula (LCFF) using a 2019 poll of California voters. Despite increased awareness, over half of voters are unfamiliar with LCFF. Support for the policy remains high but has decreased. Participation in LCFF engagement has increased but remains low, particularly among low-income voters. Low-income communities may not be meaningfully engaged in LCFF decision-making.

This report investigates the predictive power of the Smarter Balanced Assessment (SBAC), high school GPA (HSGPA), and SAT scores on first-year college outcomes at California State University and University of California campuses. The assessments' relationships with early college outcomes differ by key student subgroups, and HSGPA is found to be a stronger predictor than SBAC or SAT for first-year college GPA and second-year persistence at CSU.

This brief analyzes the 2018 update of the California School Dashboard, examining improvements and areas for continued enhancement. Using data from the 2019 PACE/USC Rossier poll, the author characterizes use of and support for the Dashboard, finding low use, equity gaps, but high support and preference for the new Dashboard.

Governor Newsom’s first Budget Proposal increases funding for education in California. There are areas of substantive overlap in the Budget Proposal and research findings from the Getting Down to Facts II (GDTFII) research project, released in September 2018, which built an evidence base on the current status of California education and implications for paths forward. As the Budget moves from proposal to reality, it is critical that the evidence from GDTFII continues to inform the policy process.

With a new governor, state superintendent and legislators in Sacramento and a diminished federal role in education, there is an opportunity for California’s leaders to take stock of recent educational reforms and make necessary improvements. There are also a host of new and looming issues in K-12 and higher education. As California’s leaders confront these and other issues, where do California voters, including parents, stand on education and education policy? The newest edition of the USC Rossier/PACE Poll shares voter perspectives on a wide range of education issues.

In "Absent from School," PACE Executive Director Heather J. Hough analyzes student absenteeism using data from California's CORE districts. She explores the differences in absenteeism rates among students and schools, comparing them to other performance indicators. Dr. Hough also examines how schools' performance on chronic absence metrics corresponds to other accountability measures, highlighting the implications for reporting school-level measures of chronic absenteeism.

This article uses case studies to explore how district administrators' conceptions of equity relate to finance reform implementation. The authors identify two conceptions of equity: greater resources for students with greater needs, and equal distribution of resources for all students. These beliefs were reflected in resource allocation decisions and were informed by districts' student demographics, organizational identities, and perceptions of adequacy.

This policy brief analyzes chronic absence data of California's districts, schools, and student groups using California's School Dashboard. It shows that chronic absence is a major factor in determining differentiated assistance, with many districts having low-performing African American and American Indian or Alaska Native student populations. Schools with high chronic absence rates should evaluate their underlying reasons for poor performance through continuous improvement processes.

This "policy memo" highlights the importance of addressing student absenteeism, now incorporated as an accountability metric under the Every Student Succeeds Act. The first book on the issue of school absenteeism summarizes what we know about measuring and reducing absenteeism and calls for a broader conversation on this policy lever as schools and districts are held accountable for students’ absences.

California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school districts engaged in learning about improvement together, is an important testing ground to learn about what this work entails.

This report is the companion account of principal survey results from the Local Control Funding Formula Research Collaborative's (LCFFRC) fall 2018 surveys of stratified random samples of California superintendents and principals. The superintendent results were published in June 2018 in Superintendents Speak: Implementing the Local Control Funding Formula.

This brief identifies persistent challenges in serving students with disabilities in California despite recent policy changes. It highlights the need for additional policy action such as increased funding, modified governance, and accountability structures, and expanded teacher preparation and training. The brief also showcases several public school districts and charter schools finding ways to meet the needs of students with disabilities in the current policy context.

This report examines the challenges and limitations of using the Four-Year Adjusted Cohort Graduation Rate (ACGR) to measure high school graduation rates in California. Graduation rates serve different policy goals, and the requirements for a high school diploma vary widely. The ACGR does not account for students' characteristics, those who graduate in five or six years, or those who change schools. The report recommends addressing these issues by developing a more comprehensive graduation rate that accounts for different student populations and their paths to graduation.

The Local Control Funding Formula (LCFF) changed California's education policy in 2013 by transferring control of most education dollars to local school districts. It aims to address educational inequities and empower districts to allocate resources to meet students' needs. This brief examines promising practices of three school districts implementing LCFF's equity mission and highlights the new role of county offices of education.

This report details where California public high school students attend college and how college attendance and destinations vary by county. The report was created to fill the information gap on the college destinations of high school graduates in California. The data set assembled includes three recent cohorts of public high school students matched with college enrollment data from the National Student Clearinghouse.

In recent years, California has invested in improving early childhood education programs. Research shows the importance of high-quality early childhood education, but the disconnect from K–12 education threatens its long-term benefits. If the early grades do not build on the gains made in preschool, they likely will be lost. This brief, based on a longer technical report , describes the challenges facing pre-K–3 alignment and offers promising practices and policy recommendations.

Rural school districts face challenges in obtaining funds and technical assistance. Pivot Learning's Rural Professional Learning Network (RPLN) provides access to resources and collaboration for districts to improve instructional programs. The RPLN model can cost-effectively provide expertise and build a professional culture. Recommendations for future networks include a shared focus with site-specific work, intentional community building, and a data-driven improvement process.

California's education system aims to provide all public school students with a broad course of study consistent with state standards. However, many educators feel that the state's funding system does not provide adequate resources to meet these expectations. While funding levels have improved, they remain below those of many other states. An adequacy study estimated that providing an adequate education would have required California to spend $25.6B more in 2016-17. The study also found that larger gaps between actual spending and adequate costs were associated with lower student performance.

Effective data use is crucial for continuous improvement, but there is confusion about how it differs from data use for other purposes. This report explains what data are most useful for continuous improvement and presents a case study of how the CORE data collaborative uses a multiple-measures approach to support decision-making.

Getting Down to Facts II reveals California's limited progress in reducing achievement and opportunity gaps for Black, Latino, low-income, and/or English language learners. The state's education reforms have relied on good intentions rather than specific accountability and enforcement, resulting in below national average outcomes. This paper examines equity in teaching, learning, finance, and accountability and concludes with a broader conception of equity for the future, whole child equity, to tackle this nearly intractable problem.

California's 1.3 million English learner (EL) students have diverse needs, and many lack access to grade-level content instruction, with English language development falling short. Bilingual and dual immersion programs benefit ELs' academic, linguistic, social, and life outcomes, but reclassification policies are currently in flux. Early-career teachers may not be adequately prepared to teach ELs, and funding mechanisms are weak. EL outcomes are complex to interpret as students move in and out of the subgroup, and education sectors are not aligned to address ELs' needs.

California has implemented new academic standards for English, math, and science, and changed how school districts are funded and held accountable. Educators face challenges implementing these standards, requiring changes in teaching, learning, and instructional materials. Teachers need professional development, improved instructional support, and collaborative learning opportunities. School principals play a key role in implementation and depend on district support. Despite positive perceptions, progress requires staying the course to let the standards take root.

California's education system faces challenges in leadership development, with defunded professional development programs leading to inexperienced and high-turnover principals, particularly in high-poverty schools. Studies show that effective principals improve student learning, but current professional development opportunities are insufficient. Many principals seek more support, with rural areas receiving less coaching and development. Promising results have been seen from stronger state standards for administrator education programs.

Public education in California shows progress, yet challenges remain in providing equal opportunities for all students. Poverty rates persist, and schools are highly segregated by race, ethnicity, family income, and language. While student outcomes are improving, significant achievement gaps exist, and California students perform worse than their peers in other states. Career technical education programs provide opportunities for diverse students, but there are gaps in tracking students' educational trajectories.

The Local Control Funding Formula (LCFF) shifts control of education dollars to local districts, enhancing resource allocation practices. However, inadequate base funds may constrain progress. Stakeholder engagement is evolving yet remains challenging, and school board involvement is typically modest. LCFF communication and accountability mechanisms receive mixed reviews. County offices of education have expanded their role but will need to increase their capacity. Public awareness of the LCFF lags, but it enjoys substantial support.