The report is a primer on alternative teacher compensation, which provides information about different models for teacher pay, and analyzes the benefits and challenges of each model. It highlights the reasons for the interest in alternative compensation, such as improving teacher quality, increasing teacher retention, and addressing teacher shortages. The report also examines the potential impact of alternative compensation on student outcomes, and offers recommendations for policymakers and practitioners considering implementing such programs.

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.

The Teaching and California's Future initiative provides policymakers with data on the teacher workforce and labor market. The initiative's annual report details teacher development policies and their impact on teacher quality and distribution. The goal is to help policymakers make informed decisions about strengthening the state's teacher workforce.

The quality of teaching and the need to expand California's ranks of excellent teachers demand urgent public discussion. We must attract the best and brightest to teaching, prepare them effectively, and support and retain them. Solutions require bipartisan leadership, not spin. This report presents the latest research and projections, highlighting that while some numbers are improving, we're likely to face severe shortages again soon and the pipeline for recruiting, preparing, and training teachers has substantial problems.

This report highlights the challenges faced by English learners in California schools and the need for better implementation of policies supporting them. The authors emphasize the importance of recognizing students' diverse linguistic and cultural backgrounds and providing them with meaningful opportunities to develop their skills. They also call for more research in language assessment and bilingual education. Overall, improving outcomes for English learners is crucial for promoting equity and social justice in California's schools.

The Educator Responses to Accountability Project (ERAP) explores the impact of public school accountability on California teachers' and administrators' classroom practices and professionalism. State and federal policymakers support accountability, but there has been little research on local educators' experiences with such reforms. PACE conducted in-depth interviews with educators in eight elementary schools across California to understand their knowledge, understanding, and efforts to address student achievement inequities within the context of accountability.

California's aging teacher workforce will lead to a significant demand for teachers, with shortages particularly in special education and secondary education. The number of underprepared teachers in low-performing schools serving minority, poor, and ELL students is disproportionate. Budget cuts have reduced funding for recruitment and professional development programs, and California's induction system needs refinement. Curriculum-based professional development programs have mainly targeted elementary school teachers, neglecting the training needs of secondary teachers.

This report argues that the state of California needs to prioritize better education for all children with a sustained long-term investment of resources and leadership. Despite political upheaval and fiscal problems, there is a consensus for better education. The authors suggest that the issue requires a response as intense and sustained as the state's response to natural disasters, and calls for a system of teacher development to ensure all teachers have the necessary knowledge and skills to meet academic standards.

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.

The Trust Agreement Project aimed to develop new forms of school organization and relationships among teachers and administrators. Six California school districts participated, each selecting an educational policy area for trust agreement development. Trust agreements produced role changes, fostered collaboration, and altered decision-making. These initial results show promise in leaping school districts from the 19th-century industrial model to a more appropriate 21st-century model.

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.

In 1985, the Policy Analysis for California Education (PACE) convened a group of attorneys and education policy experts to discuss the effect of Senate Bill 813 on teacher dismissal. They explored varying interpretations of its provisions, contrasted practical experiences with legislative intentions, and outlined recommendations to improve the dismissal process. This summary analysis includes a brief discussion of relevant court rulings and no attempt has been made to update the information since its initial publication.

This study evaluates the effectiveness of fact-finding in resolving disputes among California's public school employees. A PACE survey found that respondents overwhelmingly viewed the fact-finding process as assisting parties in reaching a settlement, with few recommending alterations to the process. Characteristics of parties involved were rated as the number one reason for initiating fact-finding, with neutrals and parties generally rating each other positively. However, one in four parties rated neutrals as relatively ineffective, highlighting the need to improve the quality of neutrals.

California aims to improve K-12 education by enhancing teacher recruitment and preparation, regulation, and professionalization. Proposed changes include establishing a California Teacher Standards Board, eliminating the emergency credential, and improving the Mentor Teacher Program. Balancing costs and practical progress toward healthier working conditions is a challenge, but a fully professionalized teaching force is key to future student success and California's position in the world.

Teacher shortages in specific subjects and regions may undermine recent educational improvements in California. Proposed reforms may intensify shortages and require strong incentives to recruit sufficient numbers of qualified teachers.

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.

This report resulted from an opinion survey of California teachers conducted in spring 1985. Surveys were mailed to 1,100 California classroom teachers reflecting a true cross section of all California teachers. More than 70% of those surveyed returned completed questionnaires. This unusually high rate of return, plus the representative nature of the survey sample, make it possible to generalize survey conclusions to California teachers as a whole.

This study examines consolidation's impact on student achievement in California. It finds that consolidation leads to improved educational opportunities and cost savings. Consolidation benefits low-income and minority students and has a greater impact in rural areas. Although drawbacks exist, consolidation can be an effective strategy for enhancing education. These findings offer valuable insights for policymakers and education leaders seeking to improve student outcomes in their districts.

This report explores the role of accountability in school improvement and its potential drawbacks. While accountability can provide feedback, reorient action, and justify action, it can also lead to gross distortions and may not sufficiently incentivize teachers. The authors argue for a consensual view of the teacher's role and for parsimonious accountability schemes that enhance the quality of life among teachers. They propose design considerations that can improve the effectiveness of testing and controls to enhance the teaching profession.