This policy brief examines the effectiveness of childcare retention incentive (CRI) programs in selected California counties. It assesses program design, participant characteristics, training activities, and retention rates among early care and education staff. The study aims to identify the impact of CRI programs on the stability and training of the ECE workforce, which is critical for improving the quality of care for children.

First 5 California approved an initiative to train early care and education (ECE) staff in regions with a scarcity of childcare supply. Six training projects were selected, which provide community college training and additional training on a shorter-term or one-time basis. The goal is to increase the number of individuals entering and remaining in the ECE workforce and to increase the number of ECE staff working with infants and children with disabilities and other special needs.

This policy brief discusses state initiatives in the US aimed at retaining and improving the quality of preschool and childcare staff, with a focus on California's $21 million annual investment. While K-12 reforms have been underway longer and are usually better-funded, early childhood education policymakers and educators will find valuable information about experimental efforts and lessons on systemwide reform.

The rise in the number of working mothers has led to a greater need for childcare, and investments have been made to support early education. California's childcare programs have seen a surge in funding, including a tax credit program. The policy brief aims to explore if the increased funding has improved access to quality childcare centers and preschools for California families.

The policy brief discusses the reasons behind California's increase in public investment in early care and education programs, including the rising demand for childcare, recognition of the potential benefits for child development and school readiness, and the implementation of welfare-to-work programs with results and insights from both San Francisco and Alameda Counties.

California is experiencing a shortage of quality childcare options for families, despite increased funding from the government and parents. Local policymakers in Los Angeles County are conducting research to determine where childcare supply falls short of demand and how to allocate resources to address the issue. Two recent studies provide options for policymakers to consider.

Many low-income families struggle to afford childcare, even with financial supports. Less than one-fourth of eligible families sign up for subsidies in many communities, leading to disparities in access. The What Works series examines effective programs and policy strategies to increase participation in childcare subsidy programs. The report draws from the Growing Up in Poverty Project, which found highly variable rates of eligible parents using childcare subsidies across CA, CT, and FL. Possible reasons for low utilization and present novel strategies to increase participation are discussed.

Governments are expanding the availability of portable child-care vouchers to boost working parents' purchasing power, rather than simply building more child-care facilities. Despite this, parents in poor communities still have limited choices due to cost and supply. Many eligible parents are not using subsidies, resulting in high out-of-pocket expenses for child care. Low-income working mothers make tough choices, working more hours or relying on informal providers, resulting in several transitions for children throughout the week, which experts suggest is not good for young children.

This study examines student mobility in California, particularly at the secondary level. It investigates the incidence, consequences, and causes of non-promotional school changes and offers strategies to address the issue. It also draws on an extensive dataset from various sources, including surveys and interviews with California students, parents, and schools. The findings highlight the negative impact of student mobility on educational achievement and suggest that families, schools, community agencies, and policymakers should take action to mitigate its harmful effects.

In 1990, PACE issued a plan for CA schools, addressing the challenges of explosive growth, increasing diversity, and lagging student achievement. Five years later, PACE has revised the plan to include measurable statewide education goals, a new student assessment system, teacher education reforms, and the goal of English proficiency for all students. Other recommendations include school finance reform, coordination between schools and social services, evaluation of local reform efforts, experiments to improve student achievement, and linking school-to-career policy with education reform.

The Californians will vote on Proposition 174 which will amend the state constitution to establish "scholarships" for kindergarten to 12th-grade schooling. These new schools will be publicly funded but may have privately selected governing boards and religious orientation. It is unclear whether they will be public or private schools. The paper attempts to reduce uncertainty regarding the financial consequences of the proposed voucher plan and address questions about public costs and possible cost savings.

PACE has analyzed the financial, legal, and social ramifications of Proposition 174, the school choice initiative, so as to provide Californians and policymakers with accurate, unbiased information. This packet contains important questions and answers about the initiative, summaries of PACE's financial analysis and polling report, and background information on PACE and its directors.

The "Parental Choice in Education Initiative" or Proposition 174, will be voted on by Californians on November 2, 1993. PACE has conducted an analysis of the initiative's provisions to provide objective information to policymakers, parents, educators, and the public. PACE is not taking a stance on the initiative but has produced additional materials related to the initiative and the issue of school choice. These materials are listed in the attached report on school choice.

California's education reform strategy includes creating high-quality curriculum frameworks to upgrade K-12 education, which raise expectations for students' knowledge and understanding of language arts, mathematics, science, and history/social science. The frameworks focus on learning for understanding, problem-solving, and applying knowledge to real-life situations. The goals are to produce students who know how to learn, analyze issues, solve problems, and apply their knowledge to real-world problems.

California's public school student achievement is improving but still has a ways to go to meet world class standards. Increasing enrollments, declining revenues, and political issues are distracting from education reform. This policy brief seeks to bring attention to building public visibility and political consensus around national strategies for accelerating education reform. The message is not that California's public education system will be subordinated to a monolithic national reform effort.

California's education system has suffered from a lack of cohesive reform strategy since 1983 due to political and fiscal gridlock, and initiatives like Proposition 13 have limited state and local leaders' ability to fund schools adequately. To improve the system, California needs to overhaul its fiscal structure and formulate a new comprehensive reform agenda with the support of both political and educational leadership.

Funding for education in the US has grown significantly since World War II, but in California, spending for schools has lagged behind other states. Reasons for this include the taxpayer revolt of the late 1970s, competition for funds, changing demographics, and voter preferences. Many of the causes are rooted in the state tax system and school finance structure. Californians used to have a top school system but now have a lower-quality one due to these factors.