Getting Down to Facts is an extensive investigation of CA's public education system commissioned by a bipartisan group of CA leaders. The project aimed to describe California's school finance and governance systems, identify obstacles hindering resource utilization, and estimate costs to achieve student outcome goals. The project resulted in 23 reports by scholars, which highlight that the current school finance and governance systems fail to help students achieve state performance goals, particularly those from low-income families. The reports provide a framework for assessing reform options.

Using national data from the Early Childhood Longitudinal Study (ECLS-K), this study examines the association between center-based care duration and intensity and pre-reading, math skills, and social behavior of young children. Children who start center care between ages two and three see greater academic gains, while starting earlier than age two may have negative social effects. Center intensity impacts academic gains for poor and middle-income children, but not wealthier children, and negatively impacts social development for Blacks and whites but not Hispanic children.

This report examines the effects of preschool or childcare exposure on cognitive and social development before kindergarten, focusing on intensity and duration of attendance, and how this varies across different income and ethnic groups. The authors utilize data from a nationally representative sample of young children with rich family background information. Findings are important for debates over extending free preschool and which groups of children would most benefit.