This report highlights the unequal distribution of preschool and childcare opportunities in California. Despite spending $1.2 billion annually, half of preschool-age children live in households with working mothers, with enrollment dependent on income and location. Counties vary greatly in their supply, with affluent parents more likely to find preschool or childcare slots. Latino children are hit hardest, even in counties with ample supply, with supply in predominantly Latino areas half that of low-income Black or Anglo communities.

African Americans and Latinos historically have lower educational attainment, achievement, and wages compared to whites. Narrowing education gaps between minorities and whites should narrow wage gaps. This report analyzes whether California's education gap improvement between minorities and whites led to a parallel reduction in wage gaps. The report finds that the educational attainment and achievement of California's minority youth improved significantly from the 1970s to 1988.

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.

The PACE report commissioned by the University of California aims to enhance university participation by disadvantaged and underrepresented students. It reviews evaluations of current outreach programs, identifies effective practices, and makes recommendations for program improvement and evaluation methods. The report analyzes the effectiveness of college preparation programs and suggests essential principles for program design. It also examines how to improve evaluations of outreach programs and the implications for policy decisions on future outreach efforts.

The 1975 Rodda Act, also known as the Education Employment Relations Act, allowed California public school teachers to collectively bargain for employment terms. Similar laws exist in 37 states based on the National Labor Relations Act. This paper advocates for transforming education labor relations to position teachers and unions as leaders in creating a 21st century education institution. The authors hope to inform discussions on improving education quality for California's 5.2 million public school students.

Phase III of the California Cares report sought to analyze preliminary recommendations and involve the childcare and development community to redesign policies. Work groups and field representatives discussed proposals for improving services, with over 80 contributors. The project studied nine critical policy restructuring questions and Part Two of the report includes reports from eight tasks and summary information.

Phase III of the California Cares report aimed to redesign childcare and development policy, with input from the community and representatives from three agencies. Work groups and traditional research projects were conducted to study nine questions deemed critical to policy restructuring. Part II of the report includes working papers for all tasks except state governance, which is included in Phase III.

The California Learning Assessment System (CLAS) was created in 1991 to replace its predecessor and align California's testing system with state curricular frameworks, measure attainment of content through performance-based assessment, and provide individual student assessment. However, objections from various groups led to its discontinuation. CLAS serves as an example of the difficulties in implementing authentic forms of assessment and the politics involved in testing policy reform in the United States.

A 1996 statewide poll by PACE surveyed Californians on their views and expectations for public schools, informing policy discussions. Results revealed four broad themes and their relevance to ongoing education policy discussions, such as redesigning statewide assessments, reforming traditional school governance, providing public funds for private schools, and complex issues of local control. PACE believes public perceptions should be considered in policy discussions, although education policy should not be solely based on public opinion polls.

New curriculum manuals have been created to address the expanding field of school-age childcare, including Kids' Time: A School-Age Care Program Guide. Other widely-recognized materials include Just Kids, Preparing for Mass Disasters, and A Guide for Training and Recruiting Child Care Providers to Serve Young Children with Disabilities. The benefits of childcare include fully-employed parents, self-sufficient families, and children who succeed in school due to the aid of childcare programs. Reducing Exceptional Stress and Trauma, a guide on coping with violence, will be published this year.

The California Cares Project, conducted by PACE for the California Department of Education, Social Services & Office of Child Development & Education, culminates in this report. The project was initiated in response to AB 2184, which sought to consolidate all childcare and development programs to streamline the system. The report is divided into two parts: Part I analyzes current obstacles to a seamless system and Part II presents a conceptual model and decision procedure for program and funding allocation and governance. Phase III will refine recommendations and work towards implementation.

The California Department of Education, Social Services, and Governor's Office of Child Development and Education selected PACE to analyze issues and options for improving California's childcare system. PACE will produce a report with optional approaches for improving access, quality, and funding of childcare services, including alternative systems and policy models. Phase I includes analysis of childcare issues and programs, literature reviews, and experiences of other urban states. This report summarizes Phase I's work.

This is the ninth edition of Conditions of Education in California. In this volume, PACE has compiled information on current critical issues in state education policy and presented them within the context of major policy developments. "Evolving Context" introduces the current issues in the state and sets the stage for the remaining chapters, which are Assessment and Achievement, Finance, Teachers and Teaching, Integrated Children's Services, Child Care and Development Services, and School-to-Work.

The California Task Force on the National Board for Professional Teaching Standards, consisting of educators, administrators, parents, and officials, deliberated for eight months on how a national voluntary certification system can impact California's education landscape. They explored questions on the standards, assessment methods, incentives, and potential benefits for teachers, students, and communities. The report aims to start a dialogue and encourage continued improvement in California's schools.

PACE's Conditions of Education in California 1992-93 volume is the eighth edition and marks PACE's tenth anniversary. The report provides neutral, objective, analytic data on California's education system, analyzing data on enrollment trends, student achievement, fiscal conditions, human resources, education governance, and the politics of education. The report includes a chapter on education reform, an opinion poll on Californians' perceptions of the education system, and critical data on enrollment and fiscal trends, student achievement, and school governance.

This PACE paper provides information regarding the number and types of private schools in California, as well as their enrollments, size, and geographic distribution. It also summarizes current state regulations for private schools and highlights areas in which information gaps exist. Finally, the paper suggests possible ways in which existing private schools might expand or new private schools might enter the marketplace.

General Summary #2660 – California/Minor – 9/93

PACE conducted a poll of over 1,400 Californians to understand public opinion on education and school vouchers. The poll explored what Californians want in their schools, attitudes towards vouchers and trade-offs, and satisfaction with public and private schools. The study analyzed differences among Californians by race, socio-economic status, religion, region, and more. Conducted by Penn & Schoen Associates, the poll provides a snapshot of public opinion to aid voters, parents, educators, and policymakers in understanding potential new directions for improving education.

The seventh edition of Conditions of Education in California by PACE focuses on education policy issues in a national context. The report analyzes California's education data by placing it in multi-state, national, and international contexts. The report's first three chapters analyze evolving education policy issues, Sacramento political dynamics, and student achievement. The remaining three chapters provide longitudinal data on student enrollment, finance, and system characteristics. The report aims to provide a continuing picture of education in California.

Traditional teacher recruitment fails to meet urban area and high-demand subject needs. Alternative certification programs offer a solution but are criticized for being a "quick fix". The LAUSD Intern Program case study addresses questions on effectiveness and preparation of alternative-certified teachers. On-the-job training is context-specific and not a replacement for college-based education.

This study compares the post-secondary experiences of graduates from California Partnership Academies with their matched comparison groups. The findings show that Academy graduates are doing equally well as comparison students in the first year or two after graduation, indicating that Academy programs have not achieved higher graduation rates at the expense of lower success rates after high school. However, there may be more subtle differences between the two groups that are not detectable by simple measures.

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.