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.

As California schools face increasing enrollment and competition for resources, many have turned to year-round education as a solution. However, little is known about the educational impact of year-round programs. This report analyzes and synthesizes information on all schools with year-round programs in California, presenting issues to inform decision makers at both local and statewide levels. It is the first attempt to provide a statewide perspective on year-round education.

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.

This report provides an overview of California's school finance system, including selected school finance facts; descriptions of the general revenue limit and categorical programs funding formulas; and, for each program, the amount appropriated for 1986-87, the number of districts participating, and number of students served.

New requirements for admission to California State University (CSU) have led to increased pressure on high schools to improve their academic offerings. This, combined with increased funding, has resulted in marked improvements, including more academic course sections and enrollments in college preparatory courses. The pressure for change and higher expectations have been consistent across multiple sources, resulting in a more coherent pattern of academic coursework in California high schools.

The California Senate Office of Research has commissioned PACE to investigate how to expand public school programs to reduce dropout rates for high-risk students, particularly pregnant and parenting adolescents. The study involves examining secondary sources, conducting surveys of junior and senior high schools, unified and high school districts, and assessing implementation costs. The project is funded in part by the National Conference of State Legislators and the United States Office of Educational Research and Improvement.

The report discusses the implementation and impact of California's State Lottery. During its first year of operation, the lottery generated $1.77 billion in ticket sales, with $689 million going towards public education. However, the article highlights the uncertainty surrounding the use of these funds and concerns about the reliability of the lottery as a source of education revenue. The study surveyed California K-12 public school districts regarding their use of lottery revenues and attitudes towards the program.

California's higher and lower education systems are inadequately coordinated, resulting in negative effects on teacher quality and disruptive changes in admission requirements. The low status of teacher training in universities and the irrelevance of education research to teaching needs exacerbate the problem. Four complex policy areas require consideration: teacher preparation, admission policies, education research, and statewide education coordination. To benefit students at all levels, effective planning and coordination are critically important, extending beyond voluntary efforts.

California adopts strategies to fuse comprehensive education reforms with special-needs curricular services for economically disadvantaged students. Both compliance and assistance mechanisms, as well as top-down and bottom-up tactics, are key to improving education for regular and categorical program students. Evidence suggests excellence and equity are compatible, but whether these strategies improve student performance is unclear.

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.

Peninsula Academies are three-year high school programs designed for at-risk students, combining academic and technical training. Since 1981, they've been operating in California, and in 1985, ten new programs were created under state sponsorship. This report evaluates the quality of implementation and evidence of measurable impact on students after the first year. The report is based on site visits, questionnaire responses, and student data gathered from each high school. The Academy model is complex, but some sites didn't fully realize all components.

Continuing growth and sustained progress on educational reform characterize California's public schools, but the Gann spending limit, which potentially restricts state dollars for education, and projected shortages of highly qualified teachers dampen prospects for continued educational improvements. Indications of important educational progress in California, which PACE documented in Conditions of Education in California, 1985, continue on many fronts. This is particularly true when compared to the recent decade of serious decline in California's public school system.

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.