pb_friedmann_jan20
The Scale and Distribution of Community College Participation Among California High School Students
Summary

Research shows that dual enrollment—a practice in which high school students take college courses while they are still in high school—has multiple benefits for student success in both systems. To capitalize on those benefits, California and other states have moved in recent years to increase high school students’ access to college courses. 

R Munoz Jan 2020
Implementation Challenges and Successes from Two District Cases
Summary

When then-Governor Jerry Brown signed the Local Control Funding Formula (LCFF) into law in 2013, California’s leaders were hopeful that this legislation would set high expectations for flexibility, transparency, and equity within school districts. A key component of the legislation was to allow districts more flexibility to make spending decisions as they saw fit to serve their students.

PreK-3 Alignment
Challenges and Opportunities in California
Summary

With the infusion of new funds, Governor Gavin Newsom has placed early childhood education high on California’s policy agenda. Yet the state still faces the complicated challenge of sustaining and building on the progress children make in preK. Research has shown that preK–3 alignment—coordinating preK–3 standards, curricula, instructional practices, assessments, and teacher professional development—can be an effective means to this end. A 2020 PACE study designed to better understand the state’s preK–3 alignment landscape finds the following:

GDTFII Brief Special Ed
Summary

California’s Local Control Funding Formula (LCFF), which highlights accountability for student success, has identified the progress of special education students as an area of particular concern. Statewide, the LCFF outcome data show that students with disabilities perform at particularly low levels.

GDTFII Brief CI
Building System Capacity to Learn
Summary

Creating continuously improving education systems could be the antidote to one-off education reforms that come and go with little to show for the effort. The strategy has been picking up steam in recent years, urged on by the federal Every Student Succeeds Act (ESSA); the California Department of Education; and the Bill & Melinda Gates Foundation, which recently announced that it is earmarking 60 percent of its $1.7 billion investment in education during the next five years to support school improvement networks.

GDTFII Brief Adequacy
California’s Current Policies and Funding Levels
Summary

California policymakers have established the expectation that all public school students should have access to a broad course of study, in classes where instruction is consistent with the state’s content standards. Further, the state holds schools and school districts accountable for their ability to ensure that all students achieve at a specified level of academic proficiency, attend school regularly, and graduate from high school prepared for adult success.

GDTFII Brief Charter
Summary

When California became the second state to authorize charter schools in 1992, the state’s system for authorization, oversight, and renewal of charter schools was in many ways a bold experiment. The concept was new, and the impacts on both student learning and the public school system writ large were unknown.

That first law authorized the creation of 100 charter schools, a modest beginning compared to the charter school sector today. In 2017-18, California had more than 1,200 charter schools serving 620,000 students, about one out of every 10 of the state’s public school students.

GDTFII Brief Supply
Summary

California is experiencing one of its most severe teacher shortages1 in two decades. Budget cuts and layoffs resulting from the recession contributed to a steep decline in the number of teachers in California, falling from a high of 310,362 teachers in the 2007-08 school year to 283,836 four years later. Recent efforts, including Proposition 30 and the Local Control Funding Formula, which, respectively, raised taxes for public education and transformed the state’s school finance method, have helped to regrow California’s teacher workforce.

GDTFII Brief Data
Summary

What impact do California’s publicly-financed preschool programs have on kindergarten readiness and student success? Which schools are moving low-income, Hispanic English learners to full English proficiency most successfully? Are smaller K-3 class sizes a smart investment for California?

Currently, the ability of California education leaders and policymakers to answer such questions is severely limited by weaknesses in the state’s education data systems. Many of those weaknesses could be readily solved.

GDTFII Brief Earlychildhood
Authors
Summary

More than 24 million children ages 5 and younger live in the United States, and about one in eight of them—a little over 3 million—lives in California. Compared to the rest of the country, California has about twice as many children ages 5 and under who are first- or second-generation immigrants and live in families in which the adults are not fluent in English. About one in five of all children ages 5 and younger in California live in poverty, and nearly half of California’s children live in households that are at or near the poverty level.

GDTFII Brief EL
Charting Their Experiences and Mapping Their Futures in California Schools
Summary

California is home to more English learner (EL) students (1.3 million) than any other state, and the state also has the highest proportion of ELs (21%). In total, 38 percent of California’s students enter the school system as English learners. As a group, ELs in California perform well below average based on state test results and high school graduation rates.

GDTFII Brief Facilities
A 10-Year Perspective
Summary

California’s 6-million-student public school system includes a vast inventory of publicly owned buildings and property. All of these facilities need to be maintained and some need major renovations to ensure health, safety, and educational suitability. Some communities also need new school buildings to house a growing student population.

GDTFII Brief Governance
Summary

California’s education policy agenda, in particular the near-simultaneous implementation of Common Core State Standards (CCSS) and the Local Control Funding Formula (LCFF), has created challenges and opportunities for the state.

GDTFII Brief Health
Authors
Summary

Children’s physical and mental health play critical roles in their development. Research shows that poor health in childhood adversely affects future success and that children in lower-income households are more likely to suffer health problems. Improvements in child health can lead to higher future economic growth and can improve the upward mobility of children from low-income families.

GDTFII Brief Improving
Summary

California has a keen interest in ensuring the effectiveness of the teachers in its classrooms. The quality of teaching affects student learning and has a lasting impact on students’ success in school and in the labor market. Improving the quality of teaching is a crucial linchpin in California’s efforts to address many of its pressing education challenges.

GDTFII Brief Effects
Summary

California’s Local Control Funding Formula (LCFF), signed into law in 2013, represents a substantial investment in school districts serving disadvantaged students and a modest relaxation of restrictions on district expenditures.

GDTFII Brief LCFF
What Do We Know?
Summary

The Local Control Funding Formula (LCFF), signed into law by Gov. Jerry Brown on July 1, 2013, represents the first comprehensive change in the state’s education funding system in 40 years. The LCFF eliminates nearly all categorical funding streams, shifts control of most education dollars from the state to local school districts, and empowers districts, through a process of stakeholder engagement, to shape resource allocation goals and priorities to meet local needs.

GDTFII Brief Outcomes and Demographics
Summary

Public education in California is a study in contrasts. By many measures, schools are improving and students are doing better. But look deeper and there are significant differences in educational opportunities and, therefore, outcomes based on race, ethnicity, family income, and language. These reports describe the gaps that still exist among schools and among districts in the state. One study provides the first comprehensive comparison of patterns in educational outcomes between California and the rest of the country.

GDTFII Brief Pension
Authors
Summary

In 2014, the California Legislature passed Assembly Bill 1469, a law that requires teachers and school districts, along with the state government, to substantially increase their respective contributions to the California State Teachers’ Retirement System (CalSTRS). The need for higher pension contributions is not a short-term aberration. Recent CalSTRS projections indicate that the higher rates will be required through 2046, assuming that the system continues to operate as it has and actuarial assumptions are met.

GDTFII Brief Principals
Summary

There is a common theme around California education, and leadership development is no exception. The state used to have nationally recognized model programs of professional development for principals and superintendents, but many were defunded and dismantled during the recession, when California schools also cut their administrative staffs by 19%. Since then, the number of administrators has rebounded; but in 2016, the latest year data are available, California still ranked 47th out of all states in the number of pupils per administrator.

GDTFII Brief Standard
A Work in Progress
Summary

California state leaders are asking new things of school leaders, teachers, and students.

California’s College Readiness Standards and Lessons from District Leaders
Summary
During the past decade, education leaders and policymakers have made significant investments to better align California’s K-12 and postsecondary education systems and to address persistent disparities in educational attainment by race and socioeconomic status.
Counties, Differentiated Assistance, and the New School Dashboard
Summary

California’s new Statewide System of Support is grounded in the fundamental principles of the Local Control Funding Formula, especially its emphasis on the central role of local educators in determining the best approaches to improvement. This report examines the early implementation of the System of Support, with a focus on the work of the county offices of education (COEs) and the experience of the districts identified for differentiated assistance.

The Vision for County Offices of Education
Summary
County offices of education (COEs) are expected to provide ongoing support to districts and other local education agencies to drive continuous improvement within California’s education system. Fulfilling this role has required COEs to carry out their historical role as compliance monitors while simultaneously developing the necessary mindsets, skills, and structures and process to build the capacity for continuous improvement within their own offices and the districts they serve.
Survey Results
Summary
In this brief we summarize findings from three surveys that sought to learn how county offices of education (COEs) are changing in response to the implementation of the Local Control Funding Formula (LCFF) and the Statewide System of Support (SSS). COEs have been assigned critically important responsibilities in the implementation of these initiatives, and our survey results suggest that most county superintendents are strongly supportive of the state’s new policy direction.