The Bridge Project, a study of K-16 issues, presents three papers on college transition. The first finds a widespread lack of knowledge about college requirements and readiness among California students and parents. The second analyzes how students receive vague signals about academic college readiness. The third provides an example of how to improve K-16 transition and send clearer academic standards signals. Policy implications include low or no-cost recommendations to address these issues.

This study traces California's curriculum-related reforms in mathematics and science during the 1990s, examining the role of the California Department of Education and the state's shifting political and policy context. It analyzes the perceptions of state officials, experts, and the public and how they influenced state policy changes. The authors raise questions about problems associated with curriculum policy in California and presents policy recommendations mentioned during interviews and document analysis. The study does not assess the impact of curriculum on school practice.