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.

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.