California’s ambitious investment in Universal Transitional Kindergarten (UTK) reflects a commitment to providing access to UTK for all 4-year-olds in public schools by the 2025–26 academic year. However, the implementation of transitional kindergarten (TK) presents challenges for districts in aligning this new grade coherently with existing grade levels and prekindergarten (PK) options within the context of the mixed-delivery model. This model adds complexity to achieving coherence as students transition from PK or TK to the existing district system.

The Quality Rating and Improvement System (QRIS) aims to improve early childhood education quality, assuming quality can be measured and ratings correspond to learning outcomes. A review of the California QRIS found weak associations between ratings and outcomes. The report recommends creating better-aligned measures, including teacher qualifications, program observation, and differentiation for age groups, as well as considering work environment and pay. Cutoff scores and comprehensive outcome measures should also be examined.

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.

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.

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.