January 26, 2018 - In this post, we answer many questions legislators and others commonly ask about K-12 education in California. We begin by providing information on the main components of California’s public school system. We then review the state’s K-12 accountability system. Lastly, we explain the basics of school finance in California.
January 31, 2020 - In response to concerns over K‑12 student achievement gaps, the Legislature tasked our office with convening a work group on the topic and submitting a report. The required report needed to: (1) examine data on K‑12 student achievement gaps, (2) identify funding provided for disadvantaged and low‑performing students, (3) assess existing state efforts to serve these students, and (4) develop options for better supporting these students. This report responds to these requirements.
February 19, 2003 - We identify several areas where the Legislature could reduce the assessment burden on school districts while maintaining the state's emphasis on academic content and performance standards: the NRT portion of the STAR program, the primary language test, the Golden State Exams, and the physical fitness test.
January 21, 2015 - Presented to: Senate Education Committee
February 26, 2025 - In this post, we provide background on the state’s English learner identification process, describe and assess the Governor’s proposal to provide $10 million for a multilingual learner screener in transitional kindergarten, and provide our recommendations to the Legislature.
March 18, 2014 - Presented to Assembly Budget Subcommittee No. 2 on Education Finance
December 20, 2017 - The Supplemental Report of the 2017-18 Budget Act required our office to examine how much existing funding and support is provided to these students and identify options for increasing that funding and support. This report fulfills this requirement.
June 16, 2008 - Most students who enter California Community Colleges (CCC) lack sufficient reading, writing, and mathematics skills to undertake college–level work. Thus, one of the CCC system’s core missions is to provide precollegiate “basic skills” instruction to these students. In this report, we find that a large percentage of students do not overcome their basic skills deficiencies during their time at CCC. We identify a number of state policies that we believe stand in the way of student success, and recommend several structural and systemwide changes designed to help increase preparedness and achievement among community college students.
May 14, 2018 - In this report, we analyze the 2018-19 May Revision education proposals. We first provide an overview of Proposition 98 funding and then focus on the Governor’s major proposals for K‑12 education, child care and preschool, community colleges, universities, and student financial aid. In the pages that follow, we offer many specific recommendations for the Legislature to consider. Our package of recommendations includes adopting some proposals, modifying others in certain ways, rejecting others but inviting better proposals next year, and rejecting some proposals in their entirety.
January 20, 2015 - This report examines Local Control Accountability Plans (LCAPs) for 50 school districts to evaluate whether they reflect thoughtful strategic planning and meet statutory requirements. We find that fulfilling all of the statutory LCAP requirements is a challenging undertaking for districts. Requiring districts to cover every area required in statute—regardless of local conditions—reduces the time and energy districts can spend on areas in need of greatest attention. We recommend the Legislature allow districts to focus their plans on their highest priority areas rather than require them to address all eight state-specified priority areas. We also find that the information in districts’ LCAPs related to the services they will provide to EL/LI students is often unclear and difficult to understand. We recommend several changes that would improve the quality of this information. We also recommend the Legislature clarify the metrics districts can include in their plans. Additionally, we recommend the state disseminate model LCAPs to help districts improve their plans moving forward.
March 8, 2016 - Presented to Assembly Budget Subcommittee No. 2 on Education Finance
February 21, 2001 - Analysis of the 2001-02 Budget Bill, Education Chapter
February 19, 2003 - Analysis of the 2003-04 Budget Bill, Education Chapter
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.
Our Findings
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
dropout rates.
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.
Our Recommendations
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
increasing flexibility.
Accountability
We recommend the Legislature "fine
tune" accountability programs by:
Information
We also suggest several ways the
Legislature could employ information to help make high schools more responsive
to student needs by:
Flexibility
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.