January 5, 2017 - To increase capacity in its nursing programs during the nursing shortage in the late 1990's, the California State University (CSU) cited a need to increase the number of nursing faculty holding a doctoral degree (required for tenured/tenure-track positions) and expressed interest in establishing its own Doctor of Nursing Practice (DNP) program to prepare such faculty. In response, the state enacted Chapter 416 of 2010 which temporarily allows CSU to offer an independent DNP on a pilot basis. Related legislation requires our office to evaluate the pilot program and make a recommendation regarding its extension. For a variety of reasons, we recommend the Legislature allow the CSU DNP pilot to sunset.
January 16, 2015 - Chapter 425, Statutes of 2010 (AB 2382, Blumenfield), authorizes the California State University (CSU) to award independent doctor of physical therapy (DPT) degrees. The legislation followed a 2009 decision by the sole accrediting organization recognized by the federal government to accredit physical therapy programs to no longer accredit programs at the master’s level. The legislation requires CSU, the Department of Finance, and the Legislative Analyst’s Office to conduct a joint evaluation of CSU DPT programs by January 2015. The joint team found that CSU DPT programs comply with the provisions of Chapter 425. In addition, the review raised a number of broader issues regarding state tuition policy, expansion of academic programs, year-round programs, and additional CSU doctoral programs.
February 2, 2015 - This report updates our 2012 progress report on transfer reform. We found that since 2012, both CCC and CSU have made substantial progress in meeting the legislation’s goals. Although some community colleges and CSU campuses are lagging in meeting specific statutory targets, both segments are making a good faith effort to comply with the legislation. Moving forward, we recommend the Legislature set specific reporting and data requirements to ensure the segments stay on track toward achieving the goals of transfer reform.
May 11, 2012 - In an attempt to fundamentally reform the state’s transfer of students between the California Community Colleges (CCC) and the California State University (CSU) system, the Legislature and Governor enacted Chapter 428, Statutes of 2010 (SB 1440, Padilla). The legislation requires community colleges to create two-year associate degrees for transfer. Students who earn such a degree are automatically eligible to transfer to the CSU system as an upper-division (junior) student in a bachelor’s degree program. Our review finds that since the legislation was enacted, CCC and CSU have made some progress, but additional work needs to be done by both segments to achieve SB 1440's intended goals. For their part, community colleges need to increase the number of associate degrees for transfer they make available to students. It is incumbent on CSU, meanwhile, to maximize the number of academic programs to which these degrees can be applied. Toward these ends, we recommend the Legislature provide additional guidance and clarification to CCC and CSU on their responsibilities, as well as continued oversight to track their progress.
February 26, 2016 - In this report, we provide background on three key areas of higher education in California: enrollment, tuition and financial aid, and institutional performance. We then analyze specific budget proposals for the University of California, California State University, California Community Colleges, Hastings College of the Law, and California Student Aid Commission, making corresponding recommendations for the Legislature's consideration.
October 25, 2010 -
While distance education is not—and is not intended to be—suitable for everyone (students as well as faculty), we find that it offers an important alternative means of providing instruction that can complement existing formats and expand options for the state’s students and segments. In order to take fuller advantage of this potential, we believe that the Legislature should guide a clearer statewide vision that specifies data which the segments should collect and report on distance–education students, and which clarifies expectations concerning intercampus collaborations and other partnerships. To that end, we make a number of recommendations.
June 22, 2015 - To ensure recent legislative changes are having the intended effects on the Cal Grant C program, the Legislature requested that our office prepare a report on the implementation of the new rules and their impacts on Cal Grant C recipients. While data suggest the Cal Grant C program may contribute to better jobs for those recipients who ultimately receive a certificate or degree, these successes are offset by lesser outcomes among the high proportion of students who do not complete their courses of study.
May 9, 2005 -
This paper summarizes our recent report on the success and shortcomings of high schools in California. High school represents a critical phase in the educational development of K-12 students. Our report examines high schools through the lens of three groups of high school students.
Dropouts (Students Who Fail to Graduate).
About 30 percent of the entering ninth grade class fails to graduate on time.
Research and data suggest that the factors leading to student dropouts are in
place by the time students enter ninth grade. Despite decades of trying,
research has not identified programs or services that consistently reduce
The "General" Track (Students Who Graduate Without Qualifying for a Four-Year University). This includes about 45 percent of entering ninth grade students. About one-half of this group attends college after graduation and the other one-half enters the labor force. Research and data indicate that many in this group do not have clear postgraduation goals, which prevents these students from using high school most effectively to make a smoother transition to adult life.
The "University" Track (Students Who Graduate and Qualify for Admission to the State’s Public Four-Year Universities). These students account for about one-quarter of entering ninth grade students. Entering college freshmen frequently lack the English or mathematics skills required for study at the university level. Higher education admissions and placement policies contribute to the problem, as they fail to clearly communicate the skill levels needed for success in college.
Despite considerable differences in the problems facing
these groups, several themes emerge in our recommendations that are consistent
across the groups. Our recommendations address the problems experienced by high
school students by strengthening accountability, improving information, and
We recommend the Legislature "fine
tune" accountability programs by:
We also suggest several ways the
Legislature could employ information to help make high schools more responsive
to student needs by:
Flexibility also is a theme of our
report. Improvements could be made by:
The Bottom Line
While many critical factors are outside of the state’s
control, we think our recommendations provide a strategic approach for how the
state can contribute to improving high schools.
October 19, 2015 - At key times during the state’s budget cycle, we post tables containing important information about the education parts of the budget. Specifically, we post tables in January, May, and October. The January tables generally reflect the Governor’s Budget proposal, the May tables reflect the Governor’s May Revision, and the October tables reflect the final enacted budget. The tables currently highlighted are for the state’s enacted 2015-16 budget. The tables cover all areas of education, with tables on K-12 education, adult and workforce education, community colleges, universities, financial aid, child care and preschool.
January 7, 2013 - In response to concerns about the quality of some postsecondary institutions, California recently adopted new eligibility standards for colleges participating in the Cal Grant programs. The standards include a maximum student loan default rate and a minimum graduation rate. This report traces the history of these changes and assesses their impacts. We find that the changes, which primarily affect students at for-profit schools, are generally working as intended but have three notable drawbacks: (1) schools can manipulate the default rate, (2) the rules exempt some institutions without strong justification for doing so, and (3) the standards penalize institutions serving more disadvantaged students. We recommend exploring alternative student debt measures when the information needed to calculate these measures becomes more readily available. We also recommend applying the graduation rate requirement to all schools but modifying the measure to track the graduation rate only of Cal Grant recipients. In addition, we recommend taking into consideration a school's student characteristics to avoid creating a disincentive to serve disadvantaged students.
February 5, 2016 - Presented to: Assembly Budget Subcommittee No. 2 on Education Finance
September 21, 2004 - This report examines various options for funding higher education enrollment at different rates depending on type of instruction, class level, and other factors.