A Research Summary and Implications for Practice
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Given the importance of a college degree for both individual and societal economic prosperity, policymakers and educators are focused on strengthening the path to college beyond college entry. In this report, we synthesize the existing literature on four factors key to educational attainment—aspirations and beliefs, academic preparation, knowledge and information, and fortitude and resilience—and the implications of each.
Perspectives from the 2019 PACE/USC Rossier Poll
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College affordability was ranked as the second most important education policy issue in the 2019 PACE/USC Rossier poll. Governor Newsom’s budget proposal and several bills in the state legislature reflect this concern. The diverse geography and socioeconomic status in CA demand local context consideration for designing effective reforms. Variation in concern over college costs is discussed by county and income and racial/ethnic groups. Proper evaluation and implementation of college promise programs and equity initiatives are suggested as fruitful avenues for addressing college affordability.

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Public education in California shows progress, yet challenges remain in providing equal opportunities for all students. Poverty rates persist, and schools are highly segregated by race, ethnicity, family income, and language. While student outcomes are improving, significant achievement gaps exist, and California students perform worse than their peers in other states. Career technical education programs provide opportunities for diverse students, but there are gaps in tracking students' educational trajectories.

Using Existing Tools to Increase College-Readiness Now
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California can increase college readiness for community college-bound students by using existing tools such as the California High School Exit Exam and Academic Performance Index to identify and provide remediation for 10th-graders who need it, as well as reward high schools for encouraging all students to enroll in appropriate Grade 12 mathematics. This policy brief explains the benefits of these changes alongside the implementation of the Common Core State Standards and Smarter Balanced assessments.
How High Schools Can Be Held Accountable for Developing Students' Career Readiness
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Preparing every high school graduate for postsecondary education and fulfilling work is the goal of common core standards. Career readiness and college readiness share many of the same skills, knowledge, and dispositions. Being ready for professional life requires additional transferable skills to support success throughout a lifetime of changing circumstances. The importance of transferable skills is emphasized by many groups and observers.
Can It Support California’s College and Career-ready Goal?
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California’s school finance system has been criticized for being irrational, inequitable, and inefficient. The proposed Local Control Funding Formula aims to simplify funding and give local leaders more control, but raises questions about balancing transparency with improved outcomes, providing meaningful incentives, and effectively allocating funds.
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The University of California (UC) requires the SAT or ACT as part of their admissions process, but critics argue that these tests have flaws and are biased. This brief suggests that state-mandated standardized tests used to monitor student progress in secondary education, such as the CST exam in California, could be a suitable substitute for college entrance exams. The analysis in this brief shows that the CST exam offers similar predictive power for college performance and persistence at UC, compared to the SAT.
The Case for Contextualized Developmental Math
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This brief analyzes the effectiveness of contextualized developmental math in California Community Colleges, where fewer than 10% of students who enter at the basic math level complete college-level math. These integrated courses focus on math required in specific occupations and have higher success rates than traditional math courses. However, the pressure for traditional academic courses has eliminated many of these courses, hindering students' ability to acquire occupational skills and complete advanced courses or degrees.
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This brief discusses the significant disparity between the Latino population in California's public schools and their representation among college graduates. The author suggests that this may lead to a shortage of graduates for California's economy and outlines six steps the state could take to improve access and success for Latino students in higher education.