CA's education system is affected by external factors like shifting demographics, declining economics, and intensifying politics, limiting the traditional routes of local decision-making and property taxation. Although some districts show excellence and commitment, creating and sustaining a statewide education system to meet 21st-century expectations is difficult without a comprehensive reform plan. Political conflict over revenue earmarking and school reform distracts from education improvement. This report describes and analyzes these issues, suggesting a comprehensive set of solutions.

This report discusses the importance of forecasting revenues and expenditures for public sector planning and budgeting. It highlights three characteristics of California's recent experience. First, K-12 funding rose 91% from 1980 to 1989, but real revenue growth was tempered by inflation. Second, California relies more on state revenues for K-12 education than the rest of the US. Third, California's "effort" in raising K-12 revenues in 1986 was lower than the US average, and revenue efforts for both schools and other public functions are below the national average.

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.

This report presents findings from the third annual evaluation of Partnership Academy Programs in CA, a high school-based, state-funded program with a school-within-a-school administrative structure that enrolls at-risk students with academic potential. The program provides students with basic job skills in a promising labor-market field and support from local businesses, including curriculum development, guest speakers, field trips, mentors, and work experience positions. The evaluation addresses the quality of program implementation and the degree to which programs follow the academy model.

This paper discusses childcare quality and its impact on child development. It highlights the need to consider various factors that contribute to quality and how they affect children's experiences. Presented is a hypothetical day in two different childcare situations to demonstrate the varying experiences children have. The characters and incidents are fictional but based on the author's real observations and experiences in early childhood programs in CA. The author emphasizes the need to promote quality early childhood programs informed by research in child development and early education.

California's growing child population will require significant increases in public spending, particularly in education due to immigration, working parents, poverty, and family disorganization. Counties and school districts bear the brunt of providing children's services, but cities have greater fiscal flexibility and revenue-raising potential. This paper provides information on county children's services and trends in county budgets to support further research on county financing for children's services.

Public school funding in the US has seen continuous increases in real funding since 1960, reflecting strong citizen support for public schools and a growing economy. Despite pessimism and recession in the 1980s, real school funding continued to increase substantially. This report provides an overview of school revenues and funding increases needed for education reforms, and details changes in education finance during the 1980s, comparing increases to the levels needed to fund proposed reforms.

This report provides social indicators to evaluate the quality of life for children in California, covering physical and mental health, safety, sexual behavior, academic achievement, and the settings and systems that serve children. Despite most children being healthier and better schooled than in the past, recent polls indicate concern about child-rearing and the likelihood of an expanding educational underclass. The report aims to offer a portrait of the quality of California's children, address gaps in available data, and provide limited policy recommendations.

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.

California's K-12 schools are supported by a vast amount of public money, and education financing has become an intensely political issue. This report analyzes school financing outcomes, including equity, efficiency, distributional consequences, and academic rigor, and addresses the conditions of school finance equality. The report seeks to provide answers to important questions about the amount of money being spent, how it compares to other states, who benefits from the funding, and whether added state funds have bought more rigorous schooling.

In 1987, the Superintendent of Public Instruction released a document detailing the average costs of California schools for 1985-86, providing a brief summary of school expenditures. However, this report lacks in detail, and this report aims to provide more comprehensive and realistic data on school expenditure patterns. The report serves as an analytical base for exploring issues surrounding school expenditures in California, and the data was provided by the state Department of Education staff.

A survey was conducted on the first class of participants in the "Jobs for the Disadvantaged" program and a comparison group six months after graduation. Although the sample size was small, a significantly higher percentage of program participants graduated on time than the comparison group. About half of both groups were in postgraduate schooling, but more program graduates were working. Among those in school, few differences were found. For those working, twice as many program graduates secured work through school, but comparison-group graduates had somewhat higher wages.

In the fall of 1985, ten academy programs were established by the State of California as replications of the Peninsula Academies. PACE evaluated these 10 academies in 1985–86. This report presents findings from a second evaluation covering the academies' 1986–87 school year.

This report discusses the challenges of implementing broad state-level initiatives to reform schools in California, following the passage of S.B. 813 in 1983. While earlier studies showed the formal implementation of these reforms, their impact on local schools and substantive changes remained unclear. The article uses data to answer the question of whether these state-level initiatives can improve local schools, concluding that successful implementation depends on several factors. The evaluations also revealed lessons about conducting evaluations and obtaining necessary data from schools.

The fourth edition of Conditions of Education in California has expanded its content to include a special features section on education reform processes, along with the previously included sections. The publication is based on compiled information from other sources and original data collection and analysis. The format has been altered to improve readability for a wide range of audiences.

California's education reforms have resulted in increased enrollment in math, science, and foreign language classes, including advanced placement courses. However, there are concerns about teacher qualifications and whether all students have access to advanced classes. This report examines enrollment data, teacher supply and demand, and state policies affecting these subjects to provide benchmarks for future progress. The goal is to ensure that students develop the competencies necessary to be competitive in tomorrow's economy.

In 1983, California's Senate Bill 813 aimed to improve the education system by proposing a large number of reforms. However, it lacked a cohesive strategy and proven philosophy. The bill's impact on school districts and schools was unknown, and this study aimed to assess whether selected schools could implement the reform components and whether they contributed to school improvement. The goal was to understand how schools reacted to state mandates and inducements for improvement.

This report explores why thousands of students continue to drop out despite the belief that education is necessary for success. By examining dropout characteristics and behavior from preschool through high school, it presents the experience of selected dropout prevention programs. Focusing on the specific act of dropping out may neglect earlier clues, so understanding students' experiences as they progress through grades is crucial for effective prevention strategies.

California's education system faced a decline in the early 1980s, prompting reforms such as a common core curriculum, higher graduation requirements, and tougher academic standards. A Nation at Risk report further pushed for nationwide school changes. California's swift response led to the enactment of Senate Bill 813, a comprehensive education reform program with over 80 policy and program reforms. Several studies showed positive results, but the study in this report aims to determine how state-level education reforms improved local schools.

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.

The Edna McConnell Clark Foundation's School-to-Work and Academy Demonstration programs aim to help disadvantaged high school students transition to work. This evaluation covers the 1986-87 school year and includes a process component that describes each program, and an outcome component that tracks program and non-program students on retention, attendance, credits earned, courses failed, grade point averages, standardized test scores, and surveys. Seven cities were included, with programs varying in structure and age. Evaluation of student outcomes showed varying effects from site to site.

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 report discusses the decline in vocational education enrollment in California and its potential impact on noncollege-bound students' high school completion rates. Questions remain about the objectives of vocational education and whether it should prioritize skill training for entry-level jobs or emphasize academic skills for a working life of continual learning. PACE recommends a re-examination of curricular changes with a special focus on transitions occurring in vocational education due to enrollment declines and changes in the US job structure.