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 highlights findings from a 2002-03 progress report on First 5 California's childcare retention incentive programs, aimed at improving retention and increasing training among early care and education staff. Data were collected from ten counties through a phone survey of participants and site visits. Initial findings related to program design and implementation, program participation, training and professional development, and retention are summarized.

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.

This report discusses the implementation and impact of class size reduction in California's K-3 classrooms. The initiative was prompted by concerns over falling standardized test scores in the mid-1990s. The report includes findings from a consortium of evaluators, including PACE, and provides policy recommendations and lessons learned.

This report discusses the lack of knowledge about the impact of welfare-to-work programs on young children since 1996, and how policy leaders are debating ways to aid jobless mothers and enrich their children's lives. The project team followed 948 mothers and preschool-age children for two to four years after the women entered new welfare programs in California, Connecticut, and Florida.

This report examines how welfare-to-work programs have affected the lives of young children since 1996, and how they've impacted the home and childcare settings in which they are raised. The study followed 948 mothers and preschool-age children in California, Connecticut, and Florida for two to four years, using interviews, assessments, and visits to homes and childcare settings. The report highlights the major findings from the study.

This report on San Francisco County’s CARES program (SF CARES) provides guidance for policymakers, program administrators, and childcare advocates planning similar initiatives. PACE collected feedback from program planners, stipend recipients, and other childcare community members on aspects of the planning and implementation process. SF CARES successfully distributed over 400 stipends in the program’s first year, but challenges remain in reaching a broader array of childcare providers and communicating program goals.

This report provides guidance on implementing childcare retention initiatives based on Alameda County’s Child Development Corps program. PACE conducted focus groups with stakeholders to gather feedback on the planning and implementation process. The program saw increased commitment from providers to their profession and seeking training opportunities, but challenges remain with fitting permit requirements to family providers and relevance of courses.

This report evaluates California's Class Size Reduction (CSR) program up to the 2000-01 school year, updating previous findings on teacher qualifications, curriculum, student achievement, and special populations. The report also discusses how districts and schools have allocated resources in support of CSR.

Senior slump is a phenomenon unique to American high schools, where students view senior year as a time for nonacademic pursuits. This report suggests curtailing senior slump to add valuable months to students' education at a critical point in their intellectual development. Policy directives are presented to help American high schools reclaim the senior year.

The California State Plan for Vocational and Technical Education 2000-2004 was developed with PACE's help, linking vocational education to other aspects of California's education system. The plan aimed to improve academic learning through strong vocational programs and better linkages between the world of schooling and the world of work. The summary covers the plan's context, guiding principles, vocational education, accountability, evaluation, and Tech-Prep Education.

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.

A four-year study aimed to learn how welfare reform affects children's upbringing and development, showing early warning signals such as low-quality childcare and social isolation among women. The report provides a baseline picture for 948 families across three states and suggests an unfinished agenda for cash assistance and family support programs to lift children out of poverty.

"Crucial Issues in California Education 2000" is a PACE publication that offers an analytical overview of California education through in-depth research projects contributed by experts statewide. It provides the latest data analysis and overall strategic recommendations on a wide variety of issues, from childcare to universities, making it a unique source for policy analysis. The volume is the largest in the history of the series, bringing together numerous reports on components of California education in one source.

California’s education system has undergone many reforms, with new mandates from policymakers threatening to overwhelm educators. The new accountability system tracks schools’ effectiveness and allocates carrots or sticks. Schools still struggle with reducing class sizes and finding enough qualified teachers. While California has made significant policy initiatives, the challenge is whether the puzzle pieces of reform fit together into a coherent “theory of action.” The issue of policy coherence must be addressed to energize teachers and bring forth more stimulating classrooms and pedagogy.

Proposition 38 allows parents in California to obtain a state chit worth $4,000 and move their child from public to private school, which would significantly affect school financing. This policy brief addresses six key questions about the proposal, including its differences from the 1993 voucher initiative, which families would benefit, how it would impact school spending and taxpayers, and the success of voucher experiments in raising achievement.