Fact Sheet Who Are California’s Workers? By Tess Thorman, Jenny Duan, Sarah Bohn Jan 26, 2024 Most of California’s 19 million workers earn wages or salaries. Californians work in a variety of occupations and sectors, and wages vary widely across regions and demographic groups.
Fact Sheet Self-Employment in California By Marisol Cuellar Mejia, Jenny Duan, Sarah Bohn Jan 26, 2024 Self-employment is an important contributor to California’s economy; the self-employed make up 11% of workers statewide and the jobs they create account for 23% of total employment. Rates of self-employment vary across regions and demographic groups.
Occasional Paper, Report The Demography of California Immigrants By Hans Johnson Mar 22, 2001 Paper based on testimony before the Little Hoover Commission Hearing on Immigrant Integration, March 22, 2001.
Report English Learner Trajectories and Reclassification By Julian Betts, Laura Hill, Karen Bachofer, Joseph Hayes ... Sep 23, 2019 Nearly 40% of California’s K–12 students are current or former English Learners, and California is now standardizing the policies that will define English proficiency across the state. Los Angeles and San Diego have taken two different, but largely effective, approaches.
Fact Sheet The CalFresh Food Assistance Program By Caroline Danielson, Daniel Tan Sep 1, 2020 Participation in CalFresh—which helps millions of low-income Californians buy groceries—has risen amid the coronavirus pandemic. This fact sheet provides a snapshot of the program, including its impact on poverty and recent changes to expand access.
Report English Learners in California Schools By Christopher Jepsen, Shelley de Alth Apr 7, 2005 Well over a million students who are unfamiliar with the English language attend California’s schools, constituting about one-quarter of the state’s K-12 population. Given that proficiency in English is vital to success not only in academic subjects but also in the workforce, both state and federal policymakers consider English proficiency a major goal for English learner (EL) students. The federal government’s No Child Left Behind (NCLB) Act of 2001 establishes mandates for improving both the number of students achieving gains in English proficiency and the number who are reclassified as Fluent English Proficient (FEP). This report investigates how effective California schools are in achieving both NCLB goals. The authors examine the determinants of school-level reclassification rates (i.e., the school characteristics that seem to affect the percentage of EL students who are reclassified as FEP), and they also explore the student-level characteristics that appear to affect gains in achievement on an English proficiency test. The study identifies several categories of students who lag behind others in gaining English proficiency, and these distinctions should help policymakers target EL students who are in need of special assistance.
Fact Sheet The Digital Divide in Education By Darriya Starr, Joseph Hayes, Niu Gao Jun 15, 2022 The pandemic spurred efforts to close longstanding gaps in digital access that affect African American, Latino, and lower-income students.
