This article delves into the issue of class size in education, examining how it affects student achievement and suggesting policy alternatives. With some states proposing and implementing class size reductions, the analysis discusses the research on the subject and its policy implications. The piece is divided into four sections, starting with an introduction that provides context for the class size debate.

Educational indicator systems are in demand in the US due to their strong linkages to policy issues. This article covers five major issues related to educational indicators, including what they are, major initiatives in the US, and indicator strategies in California. It also discusses key issues related to indicator development and use and outlines alternative strategies for making sense of educational indicators, which are currently missing in the US.

The Trust Agreement Project, initiated in September 1987, is a joint effort of 12 California school districts and their teachers' unions. It enables teachers and school management to develop agreements on professional issues beyond the traditional scope of collective bargaining. The agreements cover topics like teacher evaluation and curriculum development, and aim to enhance educational capacity by promoting collective responsibility for educational processes and outcomes. The project appears to be altering decision-making processes and encouraging collaboration between unions and management.

The study examines the Partnership Academies in California, which are designed to reduce high school dropout rates among at-risk students. Academies combine high school curriculum, technical courses, and support from local businesses, with funding based on student outcomes. Survey results indicate that Academy students had a lower dropout rate than comparison group students, were more likely to attend college, and earned higher wages while working and studying. Graduates from both groups reported being fairly satisfied with their high school preparation and achievements since graduation.

This is the fifth edition of Conditions of Education in California. Over time, the content and format have changed in keeping with suggestions made by readers. This publication is based upon compilations and syntheses of information collected by other agencies and individuals. These sources are noted throughout the text. We wish here to express our appreciation to these others upon whose efforts we depend so heavily. Also, PACE undertakes a substantial amount of original data collection and analysis. We make specific mention of this throughout the text.