The COVID-19 pandemic has affected all students; however, its impact has been particularly devastating for students of color, students from low-income families, English learners, and other marginalized children and youth. As transmission rates decline and vaccination rates increase in California, many are eager to return to normalcy, but we must all recognize that even the prepandemic normal was not working for all students. The 2021–22 school year, therefore, constitutes a critical opportunity for schools to offer students, families, and educators a restorative restart.

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.

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.

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.

The policy brief examines the impact of QTEA on teacher recruitment, retention, and overall teacher quality in the San Francisco Unified School District. It provides evidence of the effectiveness of salary increases in attracting and hiring higher-quality teachers, and the importance of strategic hiring and retention efforts. The brief also highlights the need for teacher confidence in the longevity of such policies, and suggests the Local Control Funding Formula as a means to ensure sufficient funds for competitive teacher salaries.

This report commemorates the fifth anniversary of the Getting Down to Facts project, which sought to provide a thorough and reliable analysis of the critical challenges facing California’s education system as the necessary basis for an informed discussion of policy changes aimed at improving the performance of California schools and students. The report focuses on the four key issues that received emphasis in the Getting Down to Facts studies: governance, finance, personnel, and data systems.

This brief analyzes the relationship between teacher employment, collective bargaining laws, and school district policies in California. The authors examine the extent to which California's legal structure constrains or facilitates district-level discretion over teacher employment policies and practices. They classify various aspects of the teacher-school district employment relationship into four categories, and conclude that California statutory law is somewhat more constraining of administrative decision-making in teacher employment matters than in four other large and diverse states.

This article discusses how teacher recruitment and retention affect the quality of teaching in schools. The supply and demand model, including wages and non-pecuniary job attributes, influences the supply of potential and current teachers. The demand for teachers depends on factors such as student enrollment and institutional constraints such as hiring authorities' skill and efficiency. The article identifies common policy approaches to improve recruitment and retention and summarizes current research on their effectiveness.

This policy brief examines the recent development and approval of Proposition A in the San Francisco Unified School District, which included a parcel tax for increasing teacher salaries, introducing flexibility to the salary schedule, and strengthening accountability for teacher performance. The author describes how the district and union worked together to increase compensation and align school district goals with teacher salaries.

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.

The report explores the impact of teacher sorting, or the tendency for high-achieving students to be assigned to more effective teachers, on student achievement. It finds that teacher sorting has a significant positive effect on student achievement in both math and English language arts. The effects are particularly strong for students who start out low-achieving. The report argues that policies aimed at reducing teacher sorting, such as random assignment of students to teachers, may be counterproductive for student achievement.

Public spending on childcare has increased, but low-income families still face barriers to accessing subsidies. This working paper examines the choices made by 1,974 parents in California who moved from welfare to work and needed childcare. The study found that parents relied on a mix of formal and informal childcare options, and that the expansion of one form of care did not necessarily influence parents' choices.

This policy brief discusses state initiatives in the US aimed at retaining and improving the quality of preschool and childcare staff, with a focus on California's $21 million annual investment. While K-12 reforms have been underway longer and are usually better-funded, early childhood education policymakers and educators will find valuable information about experimental efforts and lessons on systemwide reform.

This report examines the effects of welfare-to-work and childcare capacity building on the childcare system in California, prompted by changes in the childcare system and welfare reform. The study was requested by the California Department of Social Services, and this paper provides an overview of the findings.

A study conducted for the Los Angeles County Department of Public Social Services aimed to determine the supply and demand of licensed childcare in the county, with a focus on low-income communities and special types of care. The survey analyzed data at three levels: county-wide, service planning areas, and supervisorial districts. Results showed disparities in childcare supply across the county, with shortages in special types of care and little information on where childcare is needed.

This baseline analysis examines the projected need for teachers in California based on student enrollment projections, expected rates of new teachers and teacher retirements. However, it does not take into account recent policy changes such as the budget's call for reductions in class size or the proposed changes to teacher credentialing requirements. These changes will impact the need for teachers in California. The analysis shows regional teacher shortages, which are expected to persist despite the new policies.

Many new teachers leave the profession due to low salaries, which have only slightly increased despite requiring similar preparation to other professions. A possible solution is extended contracts made possible by year-round school schedules, which could raise salaries within restricted budgets. This study examines the effects of extended-year contracts on teacher satisfaction and burnout.

The California Staff Development Policy Study was initiated to assess the possibilities and limitations of staff development in improving classroom teaching and learning. The study aims to answer four questions related to California's investment in staff development, how staff development activities are administered, and how teachers and administrators judge their effectiveness. The study yields eight main conclusions, presented in terms of investment and focusing on improving the capacities and commitments of California's educators.

This study investigates low participation in the Minimum Teacher Salary provision of SB 813, which had previously been reported by the Legislative Analyst. Only a small percentage of funds were claimed for 1983-84 and 1984-85. Researchers surveyed 48 districts in CA, showing a potential mean beginning salary of over $19K by 1985-86. The concern about underparticipation may be unfounded, as a large percentage of districts will participate, while those that do not have reasons. Large districts participate more than small and medium sized ones, and participation in rural areas is increasing.