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This study investigates racial disparities in school closures both within California and nationally. Findings highlight an alarming pattern: Schools enrolling higher proportions of Black students are at significantly increased risk of closure relative to those enrolling fewer Black students, a pattern that is more pronounced in California than elsewhere in the United States. This study also finds that conventional explanations for school closures--such as declining enrollments, poverty rates, and achievement differences--cannot fully account for why schools enrolling larger shares of Black students have greater odds of closure. These findings underscore that school closures in California and elsewhere reflect racial inequalities that require adequate policymaking to ensure equitable and fair school-closure proceedings

While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students in California districts, this paper describes growth mindset gaps across student groups, and confirms, at a large scale, the predictive power of growth mindset for achievement gains, even with unusually rich controls for students' background, previous achievement, and measures of other social-emotional skills. Average annual growth in English language arts and math corresponding to differences between students with fixed and growth mindset in a same school and grade level is 0.07 and 0.05 standard deviations respectively, after adjusting for students' characteristics and previous achievement. This estimate is equivalent to 48 and 35 additional days of learning.

This study finds that, breaking with decades of slow improvement, U.S. reading and math scores on the National Assessment of Educational Progress (NAEP) and other assessments have seen historic declines since most states implemented national Common Core English and math curriculum standards six years ago. This descriptive analysis is designed to be understood by a general, non-technical readership. It primarily compares student achievement gains on the NAEP after implementation of Common Core to student achievement gains in the years preceding implementation of Common Core. Since test score results, by their nature, tend to "bounce" somewhat from one year to the next and gains are rarely perfectly smooth, a significant part of the analysis determines the average annual gain since implementation of Common Core and compares that to the average annual gain before implementation of Common Core. This report also includes a section addressing defenses by Common Core advocates denying responsibility for the poor results. The following state samples are included: (1) California; (2) Florida; (3) Georgia; (4) Illinois; (5) Kentucky; (6) Massachusetts; and (7) New York.

School value-added models are increasingly used to measure schools' contributions to student success. At the same time, policymakers and researchers agree that schools should support students' socialemotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited. Recent work shows meaningful differences across schools in changes in SEL scores by grade (Loeb, Christian, Hough, Meyer, Rice, & West, 2019), but whether these differences represent the effects of schools is still unclear. The current paper builds upon this earlier work by examining the stability of the estimated school-by-grade effects on SEL across two years, using a large-scale SEL survey administered in California's CORE districts. We find that correlations among school effects in the same grades across different years are positive, but they are lower than those for math and English Language Arts (ELA). Schools in the top or the bottom of the school effect distribution are more persistent in their impacts across years than those in the middle of the distribution. Overall, the results provide evidence that these school effects measure real contributions to SEL. However, the low stability of effects from one year to the next draw into question whether including these school value-added measures of self-reported SEL in school performance frameworks and systems would be beneficial.

California Assembly Bill (AB) 705 authored by Irwin and passed on October 13, 2017, requires colleges to "maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one-year timeframe" and use high school background data in placement processes. To implement this new law and develop guidelines based on the best available evidence, the California Community College Chancellor's Office (CCCCO) created the AB 705 Implementation Committee (Committee). One key request from the Committee was to focus on students historically placed into below transfer-level courses and compare transfer-level success rate estimates if they were placed directly into transfer-level coursework to the estimates for those who started one level below transfer-level using data from the Multiple Measures Assessment Project (MMAP). Compared to students who were placed directly into transfer level courses, students with similar high school backgrounds but who had not historically been placed in transfer-level coursework may have had lower placement test scores or high school performance, so theoretically might not perform as well if placed there directly. A series of regressions using high school grade point average (HSGPA) and ACCUPLACER scores were used to adjust direct transfer-level placement success rates for three gatekeeper classes: transfer-level English, statistics, and pre-calculus. These estimated success rates were then compared to estimated "throughput" rates (the percentage of students completing transfer-level English or math in a given time frame) of students placed one level below to determine if such remediation would result in higher transfer-level completion or throughput than direct placement into transfer-level coursework. The regression-adjusted success rates were indeed lower than the original success rates of students who had been placed directly into a transfer-level course in the MMAP decision rules data. However, for all HSGPA performance levels in all three gatekeeper courses, the adjusted success rates for students placed directly into transfer-level courses exceeded adjusted throughput rates for students placed one level below transfer. This result suggests that even without any additional supports or course redesigns, the lowest performing high school students would have been more likely to complete transfer-level English, statistics, or pre-calculus if placed directly into these courses as compared to taking below transfer-level remediation. We were unable to identify any group of students who complete the transfer-level English, statistics, or pre-calculus course at a lower rate when placed directly there as opposed to being first placed in courses that are below transfer-level. It is recommended that each college conduct its own analysis to compare throughput rates below transfer-level to success rates at transfer-level at each level of high school achievement. These analyses should also be disaggregated by gender and ethnicity, both with and without specialized support, such as co-requisites, to ensure that local data align with the statewide findings. Further, colleges are encouraged to evaluate and assess their placement processes, curricular design, concurrent supports, and non-curricular supports, as well as determine and address disproportionate outcomes for historically underrepresented populations. These findings were used to inform guidance memos from the AB 705 Implementation Committee. This document provides details on how these adjustments were made, including the analytical code to transparently document methods and support local replication. [This report was co-written with Educational Results Partnership (ERP).]

Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this paper examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyze engagement, persistence, and completion rates at the student, lecture, and course levels. We find compelling and consistent temporal patterns: across all courses, participation declines rapidly in the first week but subsequently flattens out in later weeks of the course. However, this decay is not entirely uniform. We also find that several student and lecture-specific traits are associated with student persistence and engagement. For example, the sequencing of a lecture within a batch of released videos as well as its title wording are related to student watching. We also see consistent patterns in how student characteristics are associated with persistence and completion. Students are more likely to complete the course if they complete a pre-course survey or follow a quantitative track (as opposed to qualitative or auditing track) when available. These findings suggest potential course design changes that are likely to increase engagement, persistence, and completion in this important, new educational setting.

We examine the impacts of being awarded a Cal Grant, among the most generous state merit aid programs. We exploit variation in eligibility rules using GPA and family income cutoffs that are ex ante unknown to applicants. Cal Grant eligibility increases degree completion by 2 to 5 percentage points in our reduced form estimates. Cal Grant also induces modest shifts in institution choice at the income discontinuity. At ages 28-32, Cal Grant receipt increases by three percentage points the likelihood of living in California at the income discontinuity, and raises earnings by four percentage points at the GPA discontinuity.

Although a stunning success in many ways, California's 1960 Master Plan for Higher Education has been a conspicuous failure in one respect: California ranks near the bottom of the states in the proportion of its college-age population that attains a baccalaureate degree. California's poor record of B.A. attainment is an unforeseen consequence of the Master Plan's restrictions on access to 4-year baccalaureate institutions. In a cost-cutting move, the framers of the Master Plan restricted eligibility for admission to the University of California and the state colleges (later the California State University) to the top eighth and top third, respectively, of the state's high school graduates. As a result, 2-year institutions have absorbed the vast majority of enrollment growth in California higher education. In addition to their important role in vocational education, the California Community Colleges now enroll between 40% and 50% of all students seeking a B.A., including those at both 2-year and 4-year institutions. Enrollment at 4-year institutions, however, has not kept pace. California now ranks last among the states in the proportion of its college students that attend a 4-year institution. The paper presents comparative data demonstrating the powerful relationship between 4-year college enrollment and B.A. attainment across the 50 states. Although California's low rate of baccalaureate attainment is sometimes blamed on the failure of community colleges to produce more transfers, the data point to a more fundamental problem--lack of 4-year baccalaureate enrollment capacity. The single most critical factor for California to improve B.A. attainment is to expand 4-year enrollment capacity. Yet building expensive new 4-year campuses is an unlikely option given the state's current and foreseeable fiscal circumstances. The alternative is to restructure California's existing postsecondary system. The paper reviews a variety of baccalaureate reform models that have been introduced in other states. The most promising of these models involve collaborations between community colleges and state universities to create new kinds of intermediary, "hybrid" institutions. Examples include university centers and 2-year university branch campuses. Under the university center model, 4-year universities offer upper-division coursework at community college campuses, enabling "place bound" students to complete their baccalaureate degree program there. Under the 2-year university branch model, some community colleges are converted, in effect, into lower-division satellites of state universities, thereby expanding capacity at the 4-year level and eliminating the need for the traditional transfer process. What these and other hybrid models have in common is that they help bridge the divide between 2-year and 4-year institutions, enabling more students to enter baccalaureate programs directly from high school and progress seamlessly to their degrees. Amending the Master Plan in the manner proposed here need not alter its essential features. While preserving the distinctive missions of UC, CSU, and the California Community Colleges, the need now is to build their capacity to work together as a system to improve baccalaureate attainment--the one mission that all three segments share. Appended are: (1) Public vs. Private Enrollment in State Higher Education Systems; (2) B.A.s Awarded by State Colleges and Universities Per Population 18-to-29 Years Old; (3) B.A.s Awarded by State Colleges and Universities Per Population 18-to-29 Years Old: Underrepresented Minority (URM) Students; and (4) Underrepresentation in Public 4-Year Colleges and Universities. (Contains 9 figures and 22 footnotes.)

The time taken for students to complete their degrees is a persistent concern. A bachelor's degree is often thought of as being a four-year program, but many students take well over four years to graduate. Slow progress toward graduation is costly to students, who often have to take out loans for tuition and living costs. In addition, prolonged enrollment by students who are already working on their degrees may limit the number of new students that can be admitted to the university systems. This paper examines the time-to-degree of freshmen entering the California State University and the University of California in fall 2000. This analysis focuses on full-time students who are entering university shortly after high school. The focus of this paper is full-time students, but it is also important to assess the progress of students who enroll part time or intermittently. In some cases, part-time or intermittent enrollment is a student choice--for example, when students have family commitments or careers outside of their university education. The Longitudinal Data System can be used for a broader examination of enrollment patterns that will help identify the obstacles to continued enrollment and progress toward a degree.

For two decades, researchers at the Economic Policy Institute have been tracking nine school districts, typical of districts nationwide, to understand how the spending levels and composition in elementary and secondary education have changed over time. The first report, "Where's the Money Gone?" (1995) tracked expenditures from 1967 to 1991. The second report, "Where's the Money Going?" (1997) carried the analysis forward to 1996. These reports concluded that conventional views of the rise of education spending are exaggerated because inflation in educational services is more rapid than inflation in the economy overall. When an appropriate education price deflator is applied, elementary and secondary school spending increases since 1967 have been substantial, but not as much so as commonly believed. The authors have now completed a new analysis that carries the data through 2005. They find that the trends identified in earlier reports have continued: real spending increases that are slower than conventionally believed when an appropriate price deflator is used, and a continued growth of special education as a share of total elementary and secondary expenditures. Publication of the full report, covering changes in the level and composition of spending from 1967 to 2005, is forthcoming. Until that time, to assist researchers and policy makers, this briefing paper contains the data tables that will eventually appear in that full report. (Contains 40 tables.)

The use of data for making educational decisions and to assess educational outcomes has been legislated by political bodies and codified by accreditation. Faculty have always used data to inform the grading process--data is gathered throughout the term to inform the letter grade assigned at the end. However, in today's educational environment, faculty must also examine and use data to inform their practice and guide their work in order to improve student interactions, enhance pedagogical strategies, direct program development, and create evidence for program review. In addition, using evidence is essential as faculty address equity practices and advocate for educational opportunities that provide equitable access and outcomes for diverse student populations. Nevertheless, sometimes the word "data" sends people running in the opposite direction. Part of the reason for this negative reaction is the historical use (or misuse) of data as simple statistical ammunition for drawing inappropriate or misguided conclusions or even for more nefarious purposes. Occasionally data are used to assess a college's work or programs with a goal towards discontinuance rather than improvement. Another element of this reaction may be a general discomfort when conversing with those who gather, organize, and interpret the numerical data in purely statistical terms. To address issues reflected by this negative reaction, faculty must understand certain basic guidelines and concepts when dealing with data. Faculty need not become statisticians to skillfully find and use data, but they must learn to engage the data with a critical and analytical eye in order to interpret and apply it appropriately. This paper suggests several principles faculty should acknowledge when looking at educational data and assessing its usefulness. It also demonstrates the application of these principles to a hypothetical scenario and indicates sources for getting data relevant to the California community colleges.

The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students often underserved by such programs and underrepresented in higher education, with the expectation that participating students would prosper in college subsequently. We use longitudinal administrative data on individual students who participated in 2008-09 and 2009-10, compared with data on other students from their districts, to test for evidence of differences in outcomes. Relative to comparison students, CCI dual enrollees had similar GPAs but higher graduation rates in high school. CCI dual enrollees entered college at similar rates to the comparison group, but entered four-year institutions and persisted at higher rates. Notably, CCI dual enrollees accumulated more college credits than the comparison group, and this difference in credit accumulation grew over time. After two years in college, CCI dual enrollees had accumulated 20 percent more credits than their district peers. These are the results of the data pooled across the sites; we also report results for the individual sites, which vary. Appended are: (1) Partnership Overview; and (2) Supplemental Activities. (Contains 14 tables and 19 footnotes.)[To access "Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief" see ED533874.]

This report examines the results of the field test for the base year of the High School Longitudinal Study of 2009 (HSLS:09). The general purposes of the field test were, in anticipation of the base-year full-scale effort, to test instruments, forms, and procedures; to experiment with different approaches to questionnaire content and survey methodology; and to evaluate the overall study design. The HSLS:09 field test faced a number of challenges. In varying degrees, these challenges will require further strategies and efforts be applied in the main study. Specific recommendations are summarized in this report, challenge by challenge. Appendices include: (1) HSLS:09 Sampling Plan for Main Study and Field Test; (2) HSLS:09 Field Test Codebook; (3) HSLS:09 Assessment Pilot Report; (4) HSLS:09 Technical Review Panel Participants and Meeting Minutes; (5) HSLS:09 Field Test Letters, Permission Forms, and Scripts; (6) HSLS:09 Mathematics Assessment Specifications:Final Working Version; (7) HSLS:09 Field Test Classical Item Statistics; (8) HSLS:09 Field Test Item Parameter Estimates; (9) HSLS:09 Student Instrument Scale Reliability Analyses; and (10) Questionnaires. (Contains 42 tables, 10 figures and 9 footnotes.)

This paper examines changes in California's school finance system over the past 35 years. It focuses specifically on the growth of categorical program funding. The study assesses the nature and magnitude of changes, the causes of those changes, the significance of those changes for the capacity of schools to provide high quality educational services, and proposes alternative models to the existing system of categorical funding. The specific context for assessing the changes in the structure of school finance is its impact on equity, adequacy, flexibility and choice, efficiency, predictability and stability, rationality, and accountability. (Contains 1 figure, 8 tables, and 23 endnotes.)

California continues to widen access to local child care and preschool programs--albeit in fits and starts--for a variety of families. About 65% of all four year-olds statewide now attend a preschool center. Government spends $3.6 billion on early care and education programs statewide, including a three-fold increase in state spending since 1996. Yet preschool access and quality remain unfairly distributed among the state's diverse communities. Four year-olds from poor Latino families remain about half as likely to attend a preschool center, compared with their counterparts from affluent families. Young children from blue-collar and lower middle-class families are slightly less likely to enter preschool, even relative to poor children. One persisting question is how to grow more plentiful and higher quality preschools, and how to ensure a robust balance between organizations run by schools or community organizations. About three-fifths of California four year-olds enrolled in preschool attended an organization supported through parental fees in 2005. The remaining two-fifths attended a publicly subsidized program. Voters went against Proposition 82 in 2006, which aimed to expand preschools via county education offices. Despite rising interest among policy makers, the authors know little about how preschool directors understand and evaluate policy options. This statewide survey of 439 directors of community preschools--those funded outside of school districts--inquired about basic facts and their perceptions of long-term issues. They examined: (1) The size, venue, and types of children served by community-based preschools; (2) How these local programs are financed, including support from parents and government; (3) The extent to which community preschools face excess demand from families, or worry about vacant enrollment slots; (4) How preschool directors prefer to improve the quality of their programs, including teacher training options; (5) Whether directors welcome or question the possibility of stronger state control over child development practices; and (6) How directors view the prospect of a unionized teaching staff. (Contains 13 figures, 5 tables, and 8 endnotes.)

The percentage of public high school graduates entering the University of California (UC) and the California State University (CSU) has increased in the last two years, offsetting the downturn that occurred between 2001 and 2003. In 2005, 9.8% of California public high school graduates entered CSU and 6.4% entered UC. College-going rates for CSU are now well above the rates of the late 1990s. The recovery was weaker for UC, where college going rates now stand at about the same level as the late 1990s.

California's loss of capital gains and stock options revenue during the recent economic downturn was one of the worst in the nation, and the resulting fiscal crisis led to reductions in State appropriations to the University of 15% over the past four years, while enrollments grew by 19%. This article examines the effects of this reduction in State funding and outlines the actions taken by the University of California to minimize the impact of these reductions in State funding. Despite sharp increases, student tuition and fee increases offset less than one-third of the total cut. Those additional tuition and fee revenues were, however, targeted and offset much of the impact on instructional programs, though there were large cuts in other areas. The University took steps to streamline administrative processes and to make better use of limited State funds by utilizing technology and leveraging the power of a multi-campus system to minimize the impact on academic support budgets. Nevertheless, the quality of the educational program has been affected, graduate student support levels are below those of the University's competitors, and salaries for both faculty and staff are well below market. In the short run, the University of California seems to have avoided some of the more serious effects of the loss of State funds on the academic program; the long term prospects, however, are less clear. (Contains 16 figures and 1 table.)

The California Postsecondary Education Commission is currently producing a series of policy briefs examining the nexus between workforce development and postsecondary education. The research question "How does California's postsecondary education system contribute to the needs of the state's economy and its future?" will serve as the foundation for each of the briefs in the series. This first brief gives a historical context and summary of workforce development and education in California. It looks at California's education and workforce development systems from a historic and contemporary viewpoint and will focus on the role education has played in workforce development. Section one outlines the current workforce development system in California, including its components and a definition of key terms. Section two describes the changing role of K-12 education as California shifted from an agrarian economy to an industrial economy, then to one dominated by information and service industries. The last section highlights postsecondary education's role in workforce development with a brief summary of the 1960 Master Plan. Appended are: (1) Outline of Briefs in the Series; and (2) The Nexus between Postsecondary Education and the Workforce--Major Actions. (Contains 4 displays.)

One of the major benefits of higher education is that it prepares students for careers. Education that qualifies students for better jobs reduces inequality by offering all Californians the opportunity to qualify for rewarding careers and helps businesses in the state by providing them with a skilled, productive workforce. An assessment of whether production of degrees and other qualifications matches the needs of the labor market can be made using occupational projections developed by state and federal labor agencies. The California Employment Development Department (EDD) regularly releases projections giving a breakdown of jobs openings over the next 10 years by occupation. In a recent fact sheet, the Commission compared these projections with degree production by California colleges and universities. The EDD projections show that 25% of California's job openings will requires a bachelor's degree or higher and that the State may not be producing enough university graduates to meet this demand. (Contains 1 table.)

Of the nearly 100 different types of high school diplomas that are awarded across all fifty states and the District of Columbia, less than half prepare students for success in college and career. And while the national high school graduation rate is at an all-time high, the rate at which students earn these college- and career-ready (CCR) diplomas is substantially lower, especially among students from low-income families, students of color, and other traditionally underserved students. "Paper Thin? Why All High School Diplomas Are Not Created Equal" provides a state-by-state analysis of the different types of diplomas that states awarded to the Class of 2014 and the impact on traditionally underserved students. [Robyn Harper, Francisco Jaimes, Liz Spurgeon, and Sean Bradley contributed to this report.]

The California Youth Authority (CYA) planned to offer a training program covering all aspects of the automotive trades to wards during their incarceration. Through analysis, it showed future job opportunities exist, due to increased job numbers and high turnover rate, for persons trained in the automotive trades in California over a 10-year period ending 2008. Automotive trades occupations were automotive mechanics and automotive body and related repairers. Industries employing the bulk of automotive trade workers--motor vehicle dealers (new and used) and automotive repair shops--were expected to grow over the 10-year period. Employers had difficulty finding trained workers in this field. Recommendations were for CYA to anticipate counties most likely to receive wards at their release so analysis can be focused at the county level; contact local employers and labor unions where wards will be released to determine specific skills needed in the local area and whether they see a need for new entrants into the labor force; and develop an assessment tool to screen individuals to determine whether they have the potential to complete training and become gainfully employed in the automotive field. (California Occupational Guides for automobile mechanics and automobile body repairers and labor market information are attached.) (YLB)

This booklet examines ways to promote student success in a California standards-based system. It reviews the history of social promotion and retention in the United States and suggests why it is time to move beyond the "either/or" mindset. The booklet suggests that neither social promotion nor retention solves the basic problem of students' lack of success, and although retention may be appropriate in certain individual circumstances, it is not likely that repeating students will receive different curricular offerings or instructional approaches. The debate concerning social promotion versus retention must also be viewed in the context of accountability. Students must be expected to produce high-quality work, and teachers should develop lessons that engage students in powerful learning experiences. When establishing an effective, standards-based system of public education, it is necessary to identify approaches and use them so that students can successfully progress through school with their age-appropriate peers. Ways in which students meet standards cannot be separated from issues of teacher expertise, professional development, curricular alignment, assessment, school organization, and funding. Changes in classroom practice and reorganization of schools are not enough; the entire school community must support schools in new ways. (RJM)

In this paper, benefits and costs are estimated for a universal pre-K program, provided by Tulsa Public Schools. Benefits are derived from estimated effects of Tulsa pre-K on retention by grade 9. Retention effects are projected to dollar benefits from future earnings increases and crime reductions. Based on these estimates, Tulsa pre-K has benefits that exceed costs by about 2-to-1. This benefit cost ratio is far less than the much higher benefit-cost ratios (ranging from 8-to-1 to 16-to-1) for more targeted and intensive pre-K programs, such as Perry Preschool and the Chicago Child-Parent Center (CPC) program. Comparing benefit-cost results from different studies suggests that our more modest estimates are due to two factors: 1) smaller percentage effects of pre-K on future earnings and crime in Tulsa than in Perry and CPC, and 2) smaller baseline crime rates in Tulsa than in the Perry and CPC comparison groups. Appended are: (1) More Details on the Estimated Effects of Tulsa Pre-K on Grade Retention; (2) More Details on the Estimated Effects of Grade Retention on Earnings and Crime; and (3) Sensitivity of Results to Alternative Assumptions and Estimates.

Recent research shows that variation in teacher quality has large effects on student performance. However, this research is based entirely on student test scores. Focusing on high-school math teachers, this paper evaluates teacher quality in terms of another educational outcome of great interest--graduation. I use a unique instrumental variables approach to identify teacher effects and find that differences in teacher quality have large effects on graduation outcomes. Because teacher effects on graduation outcomes will be more pronounced for students who are on the graduation margin, the results imply an avenue through which high-quality teachers are more productive with disadvantaged students. Appended are: (1) Non-Teacher Coefficient Estimates from Models for Schools 2, 3 and 4; and (2) Teacher-Effect Estimates from the GPA Analysis. (Contains 2 figures, 15 tables and 27 footnotes.)

One of a series of papers resulting from a Fund for the Improvement of Postsecondary Education (FIPSE) project to improve planning and evaluation in community colleges, this working paper is intended for use by 20 community colleges in California undergoing accreditation self-studies during 1982-83, who were asked to evaluate their performance with respect to statewide priorities and standards. Following introductory material describing the paper's background and the FIPSE project, the purposes of the working paper are delineated. Next, nine statewide priorities are presented, relating to the following concerns: (1) open admissions; (2) opportunities for individual enrollment determined by student readiness and willingness to learn; (3) instructional excellence and balance; (4) high quality, articulated transfer programs; (5) preparation for gainful employment through degree programs, short-term programs, and joint programs with business; (6) student guidance and support services; (7) remedial education; (8) continuing and community education programs; and (9) responses to local needs through community services. The next section contains guidelines for institutional evaluation with respect to each of the priorities. Next, examples are provided describing hypothetical evaluations of three statewide priorities by three districts, reflecting an approximation of real conditions and a possible analysis and problem identification process. A discussion of the Board of Governors of the California Community Colleges' role in evaluation is appended. (LAL)

One of a series of papers resulting from a Fund for the Improvement of Postsecondary Education (FIPSE) project, this working paper describes how a state agency data system can be used and supplemented to produce the kinds of data that are needed for effective community college planning and evaluation. First, general information is presented on efforts to design, develop, and add a planning and evaluation component to the existing California State Chancellor's Information System. This section provides information on the current system and three specific information sets to be produced (i.e., quantitiative, qualitative, and external). Next, six areas in which the FIPSE project is working to create analytical models are discussed: (1) learner outcomes, including proposals to add partial longitudinal capability to the existing student data file and the use of cross-section community surveys assessing the value of community college education; (2) comparative data for college evaluation and accreditation; (3) projected needs and programs; (4) statewide priorities for community college operations against which evaluations and planning can be conducted; (5) census data application to the evaluation of statewide priorities, comparative analyses by colleges, and projections of student demand; and (6) other data sources, such as the Statewide Longitudinal Survey, the Student Resources Surveys, and the Student Economics and Resources Survey. An information system plan proposed to the Board of Governors of the California Community Colleges is appended. (HB)

Achievement gaps have real consequences for students, particularly those facing the challenge of passing the California High School Exit Exam (CAHSEE), now a requirement in order to receive a high school diploma in California. The combined 2005 CAHSEE passing rates reveal significant discrepancies between White and Asian students and their African American and Latino peers. Passing rates for the Math exam were 80% and 86% for White and Asian students respectively, and 44% and 51% for African American and Latino students respectively. Results from the English Language Arts exam show similar inequities, with 83% and 75% of White and Asian students passing and only 54% and 53% of African American and Latino students passing. In response to these disturbing trends, the authors find that some school districts in California are showing success in closing achievement gaps. This report spotlights the efforts of three districts to address inequities in achievement, and provides information about a variety of strategies that districts have found to be effective in raising achievement for diverse populations of students. The authors present a range of approaches in an effort to remind policymakers and educators that no one strategy is likely to be effective for all districts, and that much can be learned from an investigation of a combination of approaches. (Contains 11 figures.)

In California, the state is responsible for ensuring equality of educational opportunity for all of its students. Yet, with respect to English learners, the state has largely failed even to assess the conditions of education for these students. It has not adequately monitored their educational opportunities in terms of access to critical resources such as qualified teachers, appropriate instructional materials, coursework, and learning environments. In this study we first examine the achievement gap for English learners in California. Second, we review evidence in seven areas in which these students receive a substantially inequitable education vis-a-vis their English-speaking peers, even when those peers are similarly economically disadvantaged. Third, we examine the failure of the state to monitor, prevent and correct substandard EL learning conditions. Finally, we discuss some possible ways for the state to equalize the opportunities for this significant sub-population of students. (Contains 6 figures, 22 tables and 36 footnotes.)

This report examines the dimensions, causes, and consequences of the dropout problem for California youth aged 12-17. School enrollment data and data from the 1976 Department of Health, Education, and Welfare Survey of Income and Education (SIE) were used to assess the current dropout rate. SIE statistics were also used to describe the age, sex, ethnic background, family income, employment status, and marriage rate characteristics of the dropout population. The dropouts' reasons for leaving school are analyzed in terms of those forces within the school which create dissatisfaction and alienation and those forces outside the school (jobs, marriage, child bearing) which attract students away from school. Personal and public costs of dropping out in the areas of employment and welfare dependency, pregnancy and child bearing, violence and vandalism, and juvenile delinquency are assessed. A review of California programs dealing with the dropout problem includes descriptions and evaluations of attendance and truancy programs, continuation high schools, counseling programs, independent study programs, and vocational education programs. General conclusions which provide a framework for public discussions are offered. (Author/BE)

The results of a 1982 survey of California school districts concerning their efforts at private fundraising are presented here. It was found that 123 (or 61 percent) of responding districts either have programs or are planning programs. Although six districts raised more than $100,000 in 1981-82, the majority raised less that $20,000. Of the 66 school districts that reported financial results, 40 have set up foundations to handle the task. Districts with foundations were significantly more successful in fundraising. Districts suggested several "keys to success" in fundraising: an independently governed foundation, requests for general support and specific program support (such as an "adopt-a-program" approach), encouragement of nonmonetary gifts, and emphasis on communicating the need of the district. The authors suggest several guiding principles for districts considering fundraising. Districts should be prepared to make a serious and longterm commitment, establish a clearly defined strategy, set organizational, programmatic, and administrative policies to govern fundraising, establish goals and objectives, develop and implement programs, and install a feedback mechanism. The paper concludes that more fundraising will occur in California districts if the current financial climate continues. (JM)

These background papers were developed for the use of the California Commission for the Review of the Master Plan for Higher Education in preparing its report, "The Challenge of Change: A Reassessment of the California Community Colleges." Section 1 provides an introduction to the role of California's community colleges in its postsecondary education system and the legislative support for that system. Section 2 offers information on California's current socioeconomic and demographic composition, including data on the socioeconomic characteristics of the community college student population. Section 3 considers factors related to access and success, such as the changing definition of access, tensions created by demands for "competitive excellence" and "egalitarianism," recent legislation, and a proposed new strategy. Section 4 focuses on the mission and functions of California's community colleges, while section 5 looks at the community college faculty and administrators in terms of credentials, affirmative action, full-/part-time faculty, compensation, collective bargaining, professional development, and tenure. After section 6 considers issues related to community college governance, section 7 offers financial information on expenses and capital outlay. Finally, section 8 describes features of a new master plan for postsecondary education in California. Appendices include commissioner votes and comments on recommendations, information on the commission and its process, related legislation, and references. (EJV)

This guide aims to support state education agencies and early education partners develop coherent, research-based policy by guiding thinking, discussion, data collection, and gap analyses of current practices and policies that can lead to more intentional decision making relative to young Dual Language Learners (DLL) and English Learners (EL). This guide prioritizes 6 of 13 big ideas presented in the National Academies of Sciences, Engineering, and Medicine (NASEM) report, "Promoting the Educational Success of Children and Youth Learning English: Promising Futures," which provides focused, actionable steps that State Education Agencies (SEAs) can take. The State of Preschool 2017 special report on state policies for young DLLs from the National Institute for Early Education Research (NIEER) found that of nine policy requirements for effectively serving preschool DLLs, 26 state-funded programs out of a total of 60 lack any policy to support the DLLs enrolled in their programs. Also, this guide prioritizes the significance of data collection at the state level, as several recent research reports note the extent to which this data on the implementation of policy specific to this population is missing. For example, The State of Preschool 2017 reports that of 60 state-funded preschool programs in the U.S., only 26 are able to report the home language of children being served in their programs. The lack of information about home language is just one example of missing data; these data gaps among state-funded preschool programs are perilous as they create missed opportunities to provide access and quality to DLLs in significant ways. While the NIEER state preschool yearbook reports only state policy, there may be local policies or practices that do help inform opportunities for DLLs and create coherence across districts and grades. Increased awareness among SEAs of these policies and practices from PreK to grade 3 programs could facilitate development of relevant statewide policy. Indeed, this can only be done through systematic data collection and communications between and among SEAs and LEAs. [For the NASEM report "Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Consensus Study Report," see ED582056.]

A study was conducted to develop baseline information on special education early intervention programs. A review of the literature revealed the following: the effects of a stimulating or depriving environment appear to be most powerful in the early years of childhood; there is evidence that the effects of early intervention programs for children are strengthened by parental involvement; an intensive external supportive environment may contribute to the development of children with disorganized, nonsupportive families; and quality and motivation of staff are directly related to program success. Information was culled from three sources of data--a questionnaire mailed to all California early intervention programs, the Special Education Pupil Count data for 1979-80 and 1980-81, and Preschool Incentive Grant and Infant Preschool Discretionary Grant applications. Findings regarding infant special education programs include that the typical California infant intervention program serves 26 infants with a home/center approach with Designated Instructional Services staff and operates an average of 10.6 months per year. The two greatest needs cited by infant early interventions were for adequate funding and resources to work more effectively with parents. Among results of survey data on prekindergarten intervention programs were that with the possible exception of regional centers, interagency cooperation requires much greater attention and coordination; that assessment and evaluation tend to rely on staff judgment; and the greatest needs were very similar to those for infant programs. Numerous tables with cost data and population statistics are included. (SW)

While the task of defining and counting the Hispanic population is very complex and existing data is inconsistent, several trends emerge with implications for public education policy. Between 1970 and 1980, California's Hispanic population increased by 50% to 4.5 million, 19.2% of the state population, and is expected to increase to between 24.4% and 28.1% of the State population by the year 2000. Most (91.6%) live in urban areas; nearly half in Los Angeles County. Hispanics are disproportionately concentrated in low-income, low-status jobs in farm, service and blue-collar occupations with a median income 76% of that of non-Hispanics. Their median age is about 8 years younger than non-Hispanics and over 59% of Hispanic adults are high school graduates; the droupout rate is estimated between 35 and 40 per cent; and 72% of all Hispanic students are considered "underachievers." Less than 20% of Hispanics attend college and only 5.7% have had any post-graduate education. Hispanics are greatly under-represented in the teacher population; there is a critical shortage of bilingual teachers; and segregation of Hispanic students has noticeably increased. (MCK)

The Los Rios Community College District has proposed to convert its Davis outreach operations to a single, state-approved educational center. The proposal responds to the district's need to expand educational services in the Davis area. The area is marked by high student demand and limited instructional facilities. In the 2006-07 academic year, Davis outreach operations served more than 1,000 full-time equivalent students (FTES), which is more than double the enrollment required for a state-approved educational center. The center will be situated on the UC Davis campus. This paper presents a review of Los Rios Community College District's proposal. Appended are: (1) Summary of Proposal Concerns Expressed by Angela Fairchilds, President, Woodland Community College; and (2) Materials provided by the Los Rios Community College District as a Response to Questions Raised by Commission Staff.

Kern County Children and Families Commission (First 5 Kern) is funded by the Proposition 10 ballot initiative to support services for children prenatal to age five in California. The state revenue comes from an extra 50-cent tax on tobacco products, and is distributed according to the proportion of live births in each county. Following a Statewide Evaluation Framework (First 5 California, 2005), the 2010-11 Annual Report includes multilevel evaluation findings to show what works, for whom, and in which context of early childhood development in Kern County. At the first level, descriptive data are examined to support fact findings on service counts. In addition, value-added assessments are incorporated at the second level to articulate outcome measures in support of the local priority setting. At the third level, longitudinal data are analyzed for those programs receiving funding during adjacent years of 2009-2011 to track improvement of sustainable accomplishments beyond the cycle of annual reporting. Altogether this report has addressed the results-based accountability required by Proposition 10. At a county covering a land area as large as the state of New Jersey, this report also served as a model of evaluation for 58 county commissions across the golden state. Two appendixes are included: (1) Technical Advisory Committee (TAC); and (2) IRB Approval. (Contains 14 footnotes, 27 tables, 55 figures, and 3 exhibits.)

This resource toolkit for working education service providers contains four sections. Section 1, "Roles Responsibilities, and Relationships," contains: (1) "Purchasing Services from an Educational Management Organization," excerpted from "The Charter School Administrative and Governance Guide" (Massachusetts Dept. of Education); (2) ESP Agreement Process (Central Michigan University); (3) Educational Service Provider Policies (Central Michigan University); (4) Legal Opinion Template (Central Michigan University); (5) Disclosure of Financial Interest Form (Massachusetts Dept. of Education); and (6) Annual Conflict of Interest Disclosure Form (Central Michigan University). Section 2, "The Charter Application Stage," contains: (1) Selected Questions, "Charter Schools Application Kit," 5th ed. (State University of New York); (2) Existing Design Applicant Evaluation (Mayor's Office of Indianapolis); (3) Excerpt, "Annotated Guide to the California State Board of Education Model Charter School Application"; (4) Public School Academy Board Application (Central Michigan University); and (5) Questions for Prospective Charter School Board Members, "Charter Schools Application Kit," 5th ed. (State University of New York). Section 3, "Reviewing School Management Contracts," contains: (1) Educational Service Provide Review Sheet (Central Michigan University); (2) Excerpt, "The Charter School Administration and Governance Guide" (Massachusetts Dept. of Education); and (3) Management Contract Review Checklist (Massachusetts Dept. of Education). Section 4, "Additional Resources and Sample Documents," contains: (1) Comprehensive Management Services Contract Requirements (Chicago Board of Education); (2) Charter Contract Provision Concerning Public Information (Ferris State University); (3) ESP Quality and Performance Assessment (School Lane Charter School); and (4) Sample School Management Contract (Chicago). Appended are: (1) Maintenance, Repairs and Improvements; (2) Certain Insurance Requirements; and (3) Dispute Resolution. Individual sections contain footnotes.

During the post-World War II era, the relationship between the United States and the Soviet Union became strained. Both countries feared that one would target the other with atomic warheads placed on missiles. Fear of a nuclear holocaust occupied the thinking of many people as they went about their daily activities. As a member of the Executive Committee of the National Security Council (EX-COMM) during President John F. Kennedy's administration, you (the student) are familiar with these fears that U.S. security could be so compromised or even lost by the presence of Intercontinental Ballistic Missiles (ICBMs) in the hands of enemies and possibly targeted at U.S. cities. Today, October 16, 1962, you receive a memo from the President's office that a U-2 airplane flyover has provided aerial photographs of Soviet missiles in Cuba. Your task is to advise President Kennedy about an appropriate and effective U.S. response to the apparent Soviet missile installation in Cuba. Your duty is to prepare a policy brief with recommendations for U.S. reaction to the news from the U-2 airplane. A policy brief contains background information to support a particular position which you recommend to the President. This activity plan outlines the process for implementing the task; provides an extensive resource list; gives learning advice; discusses evaluation; and presents reflection and conclusion questions. The teacher notes give grade level/unit; discuss California history/social studies standards; state a lesson purpose; suggest length of class periods; and list teacher resources. The plan also outlines detailed teaching steps and suggests lesson extensions. Contains two student handouts. (BT)

This guidebook for California teachers of gifted students discusses common issues and concerns, suggests solutions, and identifies resources. Part 1, in question and answer format, covers: characteristics of gifted students, identification, curriculum and instruction, classroom management, special challenges, characteristics of teachers of gifted students, relationships with parents and colleagues, and the importance of gathering resources. Part 2 includes a variety of resources. Among them are the California Association for the Gifted (CAG) statement of philosophy, a list of professional organizations and journals in gifted education, a review of California legislation pertaining to gifted education, and an overview of characteristics of gifted students. Part 3 is an annotated bibliography of 59 print resources arranged by the following topics: general works; grouping; curriculum; creativity; special challenges (underachievement, at-risk students, minority students); social and emotional needs of gifted students; technology; parent information; and books for students. Part 4 presents CAG position statements in the form of a glossary defining key terms, explaining the term's implications, and stating the CAG position. Examples include "ability grouping,""cooperative learning,""core curriculum,""curriculum compacting,""instructional scaffolding," and "non-traditional identification." (DB)

Few things can impact the success of students at community colleges more than budget and planning. Faculty must therefore have a basic comprehension of budget processes and of faculty roles in them. This paper aims to serve various purposes. It provides a primer on how the system-wide budgeting process works prior to colleges receiving monies from the state and assists faculty leaders in understanding these processes. It details some of the changes occurring at the state level around the Student Centered Funding Formula, changes to categorical programs, and other elements, all of which have implications for local faculty leaders. Finally, it describes local processes from several different perspectives -- those of a single college district, a small multi-college district, and a large multi-college district -- to provide practices that may be helpful for faculty leaders tackling budget considerations at their own colleges. This paper addresses different aspects of the campus budget and proposes processes to consider, and it is intended as a reference, especially for faculty who are not inherently comfortable with budget language and processes.

The most important components of an academic institution are the educational programs it offers. California Education Code and accreditation standards emphasize the essential nature of a college's educational programs to that college's existence, and often a college's programs reflect the individual personality of the college and the uniqueness of the community it serves. This paper is intended to be used by faculty and other college personnel to understand and safeguard the role that faculty play in educational program development and as a resource for effective practices in educational program development. The primary audience for this paper is the faculty member who has a broad understanding of educational programs and curriculum development but is only involved in the process intermittently, such as when industry or transfer requirement changes necessitate modification to a program or the program review process leads to new and modified curriculum. This paper is intended to be a guide for program development from the policy side.

Boston Public Schools is at a crossroads. Nearly one-third of the system's schools operate under one of several "autonomy" structures, where school leaders have increased flexibility regarding staffing and other resources, and choice data indicate parents are far more likely to prefer these schools over so-called "traditional" schools. This paper explores the question of how Boston Public Schools can strengthen and support autonomy and accountability across its portfolio to promote innovation for equity and high performance. The findings and recommendations draw on detailed investigations of how five other urban school systems are navigating many of the same challenges that Boston faces today. The paper divides the research into six chapters. Chapter One: Introduction; Chapter Two: Methodology and Approach; Chapter Three: Findings from Boston; Chapter Four: Findings from Peer Districts; Chapter Five: A Proposed Path Forward; and Chapter Six: Conclusion. The paper also includes nineteen appendices: (1) Growth of Autonomous Schools in the Boston Public Schools; (2) Growth of Boston Student Population; 1990-2012, (3) Members of BPS Cross-Functional Working Group; (4) Boston Public Schools and Related Staff Interviewed for the Research; (5) Current Boston Public Schools School-Based Autonomies; (6) Growth in Scores by School Type and Subject; (7) Case Studies of BPS "Top Quadrant Schools";;(8) Case Studies of Peer Districts; (9) Members of the Advisory Group; (10) Student Choice and Assignment by School Type; (11) Flexibilities Available through School Site Council Waivers; (12) BPS Principal Survey Results--Preferred Autonomies,; (13) School-by-School Demographic and Incoming Proficiency Data, SY2013-2014; (14) Extended Learning Time Analysis; (15) Time in School for Commonwealth Charters vs. BPS; (16) Teacher Demographics and Compensation Across School Types; (17) School Leader Experience, by School Type; (18) BPS Principal Survey Results--Evaluation of District Services, and (19) BPS Teacher Survey.