Policy Brief Policy Brief: Setting the Stage for Universal Preschool By Laura Hill, Emmanuel Prunty, Vicki Hsieh May 9, 2022 Ensuring equitable access to Transitional Kindergarten is key as California expands the program to include all four-year-olds.
California Counts, Report Who’s Lagging Now? Gender Differences in Secondary Course Enrollments By Anne Danenberg Feb 1, 2001 Examines enrollment rate differences between boys and girls by subject area in California's middle schools and high schools, and sets these differences against a background of labor market outcomes for men and women. Also investigates female-male enrollment disparities according to school setting (urban, suburban, and rural) as well as racial and ethnic status.
Fact Sheet California’s Digital Divide By Joseph Hayes, Eric Assan, Niu Gao Apr 1, 2024 Digital access is at an all-time high in California—and major investments by state and federal governments have helped narrow the digital divide. But racial/ethnic, socioeconomic, and geographic disparities persist.
Policy Brief Policy Brief: Understanding the Effects of School Funding By Julien Lafortune, Stephanie Barton May 18, 2022 A wide body of recent research offers insights into how and where additional dollars to fund K–12 public schools can improve student outcomes such as test scores and graduation rates. Estimates also reveal how long it may take to close gaps by race and income, based on current trends in funding.
Policy Brief Policy Brief: Achieving Universal Broadband in California By Joseph Hayes, Niu Gao, Darriya Starr, Amy Gong Liu Mar 29, 2023 The COVID-19 pandemic spurred historic federal and state investments in broadband. Achieving universal broadband in California will require coordinated efforts among service providers, municipalities, and community organizations to overcome existing barriers and leverage funding opportunities.
Report Higher Education in California By Patrick Murphy, Sarah Bohn, Marisol Cuellar Mejia, Kevin Cook ... Oct 1, 2019 Higher education is a key driver of economic growth and individual opportunity in California. Substantial gains in college enrollment and graduation rates—particularly among historically underrepresented groups—can help boost economic mobility, increase tax revenue, and reduce pressure on the social safety net.
Report Setting the Stage for Universal Preschool By Laura Hill, Emmanuel Prunty May 9, 2022 As the state expands its Transitional Kindergarten program, one key issue is whether access will be equitable. While the current program serves many Dual Language Learners and Latino children, some other student groups appear underenrolled. Ensuring that all elementary schools and districts offer the program is critical to improve access going forward.
Report Does Raising High School Graduation Requirements Improve Student Outcomes? By Niu Gao Feb 23, 2021 The shift to distance learning during the COVID-19 crisis exacerbated inequities in California’s K–12 system, adding urgency to an ongoing discussion about the role of high school graduation policy in improving student outcomes. This report shows that more-rigorous graduation requirements can have a positive and equitable impact on college readiness.
Report Equal Resources, Equal Outcomes? The Distribution of School Resources and Student Achievement in California By Julian Betts, Anne Danenberg, Kim Rueben Feb 1, 2000 This report focuses on three crucial questions about resources in California's K-12 schools: 1. How do resources—measured in terms of class size, curriculum, and teachers' education, credentials, and experience—vary among schools?2. Do schools serving relatively disadvantaged populations tend to receive fewer resources?3. Do existing inequalities in school resources contribute to unequal student outcomes? The findings of the study have a strong bearing on education issues in California, and the authors offer a number of policy recommendations.
Report Implementing Local Accountability in California’s Schools: The First Year of Planning By Paul Warren, Giselle Carrillo Mar 12, 2015 The passage of the Local Control Funding Formula (LCFF) in 2013 gave California school districts flexibility in allocating resources and significantly boosted state support for the education of disadvantaged students. LCFF also includes a Local Control and Accountability Plan (LCAP), which requires districts to enlist the help of parents and the public in identifying student performance goals and ways to achieve them. Our research in 25 California districts suggests that educators have worked hard to develop the first of these three-year plans, but that knowledge about strategic planning, data-driven decisionmaking, and involving parents and the public in the process varies significantly among districts. As a consequence, the clarity and effectiveness of the initial plans varies widely. The state can help by making technical assistance to districts and county offices of education available and affordable. Our research also indicates that expanding the role of county offices would help them push for improved student performance.
