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PAID FOR BY NEEL KASHKARI FOR GOVERNOR 2014
NEEL KASHKARIS EDUCATION PLAN
Transforming Our Schools To Lift Achievement,
Reduce Income Inequality & Eradicate Poverty
A NEEL KASHKARI FOR GOVERNOR WHITE PAPER
April 22, 2014
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Table of Contents
THE EDUCATION IMPERATIVE
Transforming Our Schools to Lift Achievement,
Reduce Income Inequality & Eradicate Poverty .. 3
K-12 EDUCATION
Empowering Parents & Teachers so Every Child Can Succeed . 7
JERRY BROWNS K-12 LEGACY:
Timid Effort that Fails to Break the Status Quo . 10
NEEL KASHKARIS K-12 PLAN:
Expand Freedom, Innovation, and Accountability to All Schools ..12
HIGHER EDUCATION
Driving Social Mobility and Building a Strong Middle Class .. 23
JERRY BROWNS HIGHER EDUCATION LEGACY:
Middle Class Tuition Shock . 25
NEEL KASHKARIS HIGHER EDUCATION PLAN:
Transform Funding to Expand Access & Improve Affordability 27
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THE EDUCATION IMPERATIVE
TRANSFORMING OUR SCHOOLS TO LIFT ACHIEVEMENT,
REDUCE INCOME INEQUALITY & ERADICATE POVERTY
Governor Jerry Browns case for re-election is based upon an alleged California
Comeback a fable that overlooks his education system that ranks 46th, ignores the
millions of Californians who live under the nations highest poverty rate, and fails to ho ld
him accountable for the destruction of the middle class. Ignoring a problem, however,
does not make it go away. We cannot rebuild the middle class by making minor
changes. Bold action is necessary to equip every Californian with the skills they need to
build a better life for themselves.
On the national stage, Republican leaders such as Congressman Paul Ryan, Senator
Marco Rubio, and Senator Rand Paul have brought income inequality to the forefront of
the national dialogue. The focus is bipartisan as President Barack Obama has also
shined a light on the societal harm that large gaps between the rich and the poor
engender. Noticeably absent from this national dialogue, however, is Governor Brown,
who chooses to ignore the growing strain within California communities caused by
widening income inequality and crushing poverty.
Democrats enjoy masquerading as the party of the working poor, but they do serious
disservice to poverty-related issues by promoting a policy agenda that focuses on
treating the symptoms of income inequality rather than curing the underlying disease.
For example, Democratsboth nationally and on the state levelhave recently
promoted ideas including raising the minimum wage,1increasing taxes on the rich,2
resisting free trade,3andmost recentlyan effort by California Democrats through
SCA 5 to allow state-sponsored discrimination in Californias higher education system4.
1Zachary Goldfarb, Obama ToRaise Minimum Wage For Government Contract Workers,The Washington Post,01/27/14.2Mike Rosenberg, Proposition 30 Wins,The San Jose Mercury News,11/06/12.3Anne Lowrey, Obama And G.O.P. Facing Opposition To Trade Pacts,The New York Times,01/30/14.4Melanie Mason, Affirmative Action Non-Action Still Causing Waves In Sacramento,The Los Angeles Times,03/30/14.
http://www.washingtonpost.com/politics/obama-to-raise-minimum-wage-for-government-contract-workers/2014/01/27/f7994b34-87cd-11e3-916e-e01534b1e132_story.htmlhttp://www.washingtonpost.com/politics/obama-to-raise-minimum-wage-for-government-contract-workers/2014/01/27/f7994b34-87cd-11e3-916e-e01534b1e132_story.htmlhttp://www.washingtonpost.com/politics/obama-to-raise-minimum-wage-for-government-contract-workers/2014/01/27/f7994b34-87cd-11e3-916e-e01534b1e132_story.htmlhttp://www.mercurynews.com/ci_21943732/california-proposition-30-voters-split-tax-that-wouldhttp://www.mercurynews.com/ci_21943732/california-proposition-30-voters-split-tax-that-wouldhttp://www.mercurynews.com/ci_21943732/california-proposition-30-voters-split-tax-that-wouldhttp://www.nytimes.com/2014/01/31/business/reid-pushes-back-on-fast-track-trade-authority.htmlhttp://www.nytimes.com/2014/01/31/business/reid-pushes-back-on-fast-track-trade-authority.htmlhttp://www.nytimes.com/2014/01/31/business/reid-pushes-back-on-fast-track-trade-authority.htmlhttp://articles.latimes.com/2014/mar/30/local/la-me-affirmative-action-20140331http://articles.latimes.com/2014/mar/30/local/la-me-affirmative-action-20140331http://articles.latimes.com/2014/mar/30/local/la-me-affirmative-action-20140331http://articles.latimes.com/2014/mar/30/local/la-me-affirmative-action-20140331http://www.nytimes.com/2014/01/31/business/reid-pushes-back-on-fast-track-trade-authority.htmlhttp://www.mercurynews.com/ci_21943732/california-proposition-30-voters-split-tax-that-wouldhttp://www.washingtonpost.com/politics/obama-to-raise-minimum-wage-for-government-contract-workers/2014/01/27/f7994b34-87cd-11e3-916e-e01534b1e132_story.html -
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The above misguided policy prescriptions, however, only create the illusion of action
and distract from the real work of addressing income inequality. Academic literature
indicates that raising the minimum wage is largely ineffective at alleviating poverty, as
few beneficiaries of a higher minimum wage are actually members of low-income
households, and due to the economic truth that making something more expensive in
this case laborreduces demand because fewer firms can afford to absorb the higher
cost.5 Thus, an increased minimum wage is good for workers who are able to keep
their jobs, but it is devastating for those who lose their jobs.
Meanwhile, Californias long tradition of high individual income tax rates, including its
current perch of having the nations highest marginal income tax rate,6has not helped
reduce poverty. In fact, in the last 30 years, Californias poverty rate has increased from
26th in 1980 to its current spot as 1st in the nation. Clearly, increased taxes are not the
solution. In terms of international trade, Democratic calls for economic isolation will
close off new markets to domestic goods, thereby excluding American workers from the
fruits of engaging in the global economy and precluding the nations continued
leadership in helping to shape the world market.
The most recent Democratic idea of re-introducing state-sponsored discrimination intohigher education is dangerous because it not only tries to convince Californians that
inequality is being addressed, but the policy actually works to make the system more
unequal. Allowing quotas, including those based on race, back into higher education
will only mask and perpetuate existing inequality. Thus, evaluated as a package,
Democratic policies aimed at addressing inequality are not only ineffective, they also act
as a tool of divisionpitting Californians against one another and enshrining
discrimination as state-sponsored policy. Lets be clear, discrimination in any and all
formsis unacceptable and must be forcefully rejected.
5Ramesh Ponnuru, Raising The Minimum Wage Is Still A Bad Idea,American Enterprise Institute,02/18/14.6Dan Walters, California Was No. 4 In Tax Burden Before Proposition 30 Passed,The Sacramento Bees Capitol Alert Blog,03/20/13.
http://www.aei.org/article/politics-and-public-opinion/raising-the-minimum-wage-is-still-a-bad-idea/http://www.aei.org/article/politics-and-public-opinion/raising-the-minimum-wage-is-still-a-bad-idea/http://www.aei.org/article/politics-and-public-opinion/raising-the-minimum-wage-is-still-a-bad-idea/http://blogs.sacbee.com/capitolalertlatest/2013/03/california-was-no-4-in-tax-burden-before-proposition-30-passed.htmlhttp://blogs.sacbee.com/capitolalertlatest/2013/03/california-was-no-4-in-tax-burden-before-proposition-30-passed.htmlhttp://blogs.sacbee.com/capitolalertlatest/2013/03/california-was-no-4-in-tax-burden-before-proposition-30-passed.htmlhttp://blogs.sacbee.com/capitolalertlatest/2013/03/california-was-no-4-in-tax-burden-before-proposition-30-passed.htmlhttp://www.aei.org/article/politics-and-public-opinion/raising-the-minimum-wage-is-still-a-bad-idea/ -
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Whether Governor Brown acknowledges it or not, California cities are on the front line of
income inequality. While much public focus has centered on the impact that the
flourishing tech community has had on Bay Area cities like San Francisco with growing
tension between long-time residents and new workers attracted by well-paid tech jobs,
the experience of San Francisco is not isolated. According to the Brookings Institution,
three of the nations top 10 cities with the highest income inequality are in California:
San Francisco, Oakland, and Los Angeles.7 But while the growing income gap in San
Francisco is explained by the increasing fortune of upper-income households, the
widening income disparity in cities like Sacramento and Fresno is attributable to low-
income households continuing to suffer under a weak economic recovery and reduced
work opportunities.8
In the midst of this national and local dialogue over income inequality, Democrats are
conducting a quiet war against minority children largely from low-income households. In
New York City, for example, newly elected Mayor Bill de Blasio campaigned against
charter schools, saying that they had a destructive impact on traditional schools.9
After facing a firestorm of opposition that included distressed parents, fellow Democrat
Governor Andrew Cuomo, and leaders from the business world, Mayor de Blasio has
struck a more conciliatory tone.
10
On the national stage, U.S. Attorney General EricHolder attempted to block the Louisiana Scholarship Programa voucher program that
awards financial assistance to low-income families who want to transfer their children
out of failing schools.11 Of the 5,000 vouchers recently distributed in 2012, 91% went to
minority students. Yet under the guise of desegregation, the U.S. Justice Department
claimed that students should not be allowed to leave failing schools in order to maintain
racial balance.12
7Alan Berube, All Cities Are Not Created Unequal,Brookings Institution,02/20/14.8id.9Al Baker And Javier Hernandez, De Blasio And Operator Of Charter School Empire Do Battle,The New York Times,03/04/14.10Javier Hernandez, Gentler Words About Charter Schools From De Blasio,The New York Times,03/23/14.11Allie Bidwell, Justice Department Attempts To Block Louisiana School Voucher Program,US News & World Report,08/26/13.12
id.
http://www.brookings.edu/research/papers/2014/02/cities-unequal-berubehttp://www.brookings.edu/research/papers/2014/02/cities-unequal-berubehttp://www.brookings.edu/research/papers/2014/02/cities-unequal-berubehttp://www.nytimes.com/2014/03/05/nyregion/de-blasio-and-builder-of-charter-school-empire-do-battle.htmlhttp://www.nytimes.com/2014/03/05/nyregion/de-blasio-and-builder-of-charter-school-empire-do-battle.htmlhttp://www.nytimes.com/2014/03/05/nyregion/de-blasio-and-builder-of-charter-school-empire-do-battle.htmlhttp://www.nytimes.com/2014/03/24/nyregion/de-blasio-strikes-conciliatory-tone-on-charter-schools.htmlhttp://www.nytimes.com/2014/03/24/nyregion/de-blasio-strikes-conciliatory-tone-on-charter-schools.htmlhttp://www.nytimes.com/2014/03/24/nyregion/de-blasio-strikes-conciliatory-tone-on-charter-schools.htmlhttp://www.usnews.com/news/articles/2013/08/26/justice-department-attempts-to-block-louisiana-school-voucher-programhttp://www.usnews.com/news/articles/2013/08/26/justice-department-attempts-to-block-louisiana-school-voucher-programhttp://www.usnews.com/news/articles/2013/08/26/justice-department-attempts-to-block-louisiana-school-voucher-programhttp://www.usnews.com/news/articles/2013/08/26/justice-department-attempts-to-block-louisiana-school-voucher-programhttp://www.nytimes.com/2014/03/24/nyregion/de-blasio-strikes-conciliatory-tone-on-charter-schools.htmlhttp://www.nytimes.com/2014/03/05/nyregion/de-blasio-and-builder-of-charter-school-empire-do-battle.htmlhttp://www.brookings.edu/research/papers/2014/02/cities-unequal-berube -
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For all their talk about income inequality, the Democratic Party is unwilling to cure the
underlying disease. Income inequality is the product of a growing economy and a failed
education system. People who receive a good education are able to benefit from
economic growth. People stuck in a failed education system are left behind. Solving
income inequality requires transformational education reform to ensure that every child
gets a good education. Efforts to tackle income inequality that do not include bold
education reforms are merely window dressing.
The attacks on education reform in New York City and Louisiana served as urgent
rallying cries, mobilizing parents, elected officials, and the business community to
protect students and hard-fought educational progress. In California, however, the
danger is even greater. Without a similar siren, students face complacency with a
status quo that ranks California 46th in both math and reading. The good news is that
we know what the problem is and how to fix it. Republican governors like Jeb Bush in
Florida achieved stunning results lifting the achievement of low-income, inner-city, and
minority students.13 Louisiana Governor Bobby Jindal continues his fight for low-income
children against the Obama Administration that uses desegregation as a shield to trap
disadvantaged children in underperforming schools. Every child deserves a good
education and states demand a better workforce, yet Democrats refuse to prioritizechildren over the interests that fund their political machines. We must reject the status
quo. We must raise our expectations. We can absolutely transform Californias
education system into a force that not only lifts student achievement, but ultimately
addresses income inequality and eradicates poverty from our communities.
* * *
13Matthew Ladner And Vicki E. Murray, Demography Is Not Destiny,Pacific Research Institute,August 2008.
http://www.pacificresearch.org/docLib/20080811_080708_Demography_Destiny.pdfhttp://www.pacificresearch.org/docLib/20080811_080708_Demography_Destiny.pdfhttp://www.pacificresearch.org/docLib/20080811_080708_Demography_Destiny.pdfhttp://www.pacificresearch.org/docLib/20080811_080708_Demography_Destiny.pdf -
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K-12 EDUCATION
EMPOWERING PARENTS & TEACHERS SO EVERY CHILD CAN SUCCEED
Over the past few decades, an education revolution has swept through America and
has brought innovation, competition, and accountability into schools and classrooms.
One important driver of this revolution is the emergence of charter schools a limited
experiment that began in the 1990s but which has become one of the most important
proof-points of how particular reforms can directly impact student achievement, even for
the most disadvantaged students.
One of the key features of charter schools is that they are largely free from the endlessrules and restrictions that micromanage traditional public schools. Instead of suffering
under the weight of thousands of pages of the California Education Code, teachers,
principals, and parents in charter schools are empowered to decide for themselves how
best to educate kids. With this freedom, some charter schools have transformed the
way kids are learning, often with remarkable results.
Another key feature of charter schools is that the school itself has control over how its
funds are utilized. Statewide, only about 60% of education money makes it into the
classroom.14 Among individual school districts, there is a much wider range of funding
that actually makes it into the classroomanywhere from 50% to 70%.15 And even with
the money that is received, school leaders at traditional public schools have almost no
discretion on how to invest educational resources. Some principals at traditional
schools have indicated they have control over approximately 5% of their budget, with
the other 95% dictated by the district, Sacramento or Washington, DC.
It is imperative that educators have the discretion to prioritize their schools funding
needs. Charter schools already have this advantage, with school leaders deciding
14Figure K12-04, Where Schools Spend Their Money,Governors Budget Summary 2014-15,01/10/14.15Steven Frates, Michael Shires, And Ian Rudge, An Analysis Of K -12 Education Expenditures In California: FY 2003-04 To FY2008-09,Pepperdine University School Of Public Policy,June 2010.
http://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.calchamber.com/pressreleases/documents/pepperdine_education_study.pdfhttp://www.calchamber.com/pressreleases/documents/pepperdine_education_study.pdfhttp://www.calchamber.com/pressreleases/documents/pepperdine_education_study.pdfhttp://www.calchamber.com/pressreleases/documents/pepperdine_education_study.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdf -
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whether to spend their budget on longer school days, more days of instruction,
technology, or other instructional needs. Traditional schools deserve this discretion,
too, and should have the freedom of working with their school district to take advantage
of economies of scale, or to purchase goods and services on their ownwhatever
arrangement makes the most sense for an individual school and its students.
Charter schools demonstrate that empowering teachers, principals, and parents with the
authority to make instructional decisions can produce phenomenal results and provide
opportunity for every child. But why should only charter schools enjoy these
advantages? Every school should have the freedom to innovate and raise student
achievement. And by eliminating the current culture of rigid micromanagement, the
state will embrace a new structure whereby instructional decisions are delegated, and
school leaders are empowered and held accountable for results.
In addition to transforming traditional public schools, investment into charter schools
must continue so that parents have choices on where to send their kids either a great
traditional public school or a great charter school. To achieve this goal of providing a
quality education to every child, Neels education plan will:
Reroute state K-12 funding directly to school sites, so that teachers,
principals, and parents can decide how the funding is spent
Eliminate the vast majority of the California Education Code, providing all
schools with the flexibility that charters enjoy and transforming how kids
are educated
With this new flexibility and control, schools will be encouraged to:
o Bring vocational training back to schools (Career Technical
Education)
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o Implement longer school days and school years
o Reward great teachers and hire more teachers (where appropriate)
o Flip the classroom to maximize student-teacher engagement
Support the innovation of charter schools by ensuring resource and facility
parity, and eliminating the statutory cap
* * *
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JERRY BROWNS K-12 LEGACY
TIMID EFFORT THAT FAILS TO BREAK THE STATUS QUO
California schools have declined for decades. In 1980, California ranked 11th for
highest rate of high school graduates. Over the last three decades, the state has
slipped to a devastating 48th. Our 4th graders currently rank 46th in the nation for both
math and reading. And as an indicator that our education systems most precious
resourcegood teachersis at severe risk, enrollment in California teacher
preparation programs has fallen 24%the largest decline over the past decade.16
As recently as his State of the State address in January 2014, Governor Jerry Brown
touted his fondness for the principle of subsidiarity and cited the Oxford English
Dictionary definition to assert that central authorities should only perform those tasks
which cannot be performed effectively at a more immediate or local level.17 In plain
English: local control is usually the best public policy.18 In the face of the current
education crisis, however, Governor Brown and Sacramento bureaucrats are content to
pour more money into a broken system and claim reform victory. Recent legislation in
the form of the Local Control Funding Formula (LCFF) has made slight progress in
instituting a form of weighted student funding and doing away with some of the states
restrictive categorical funding system.19 Yet while LCFF helps to move power away
from Sacramento, it fails to empower those best equipped to improve student
achievementteachers, principals, and parents at the school level.
Under the LCFF, funds are largely aimed at the district level. Wresting control away
from Sacramento and placing it at the district level is an incremental improvement, but
this reform effort represents a missed opportunity. California cannot jump from 46th in
the nation to the top five through timid reform. Bold transformation is required to break
16Louis Freedberg, Enrollment In Teacher Preparation Programs Plummets,EdSource,09/24/13.
17Gov. Edmund G. Brown, Jr., Governor Brown Delivers 2014 State Of The State Address,Press Release,01/22/14.
18Dan Walters, Jerry Browns Allegiance To Subsidiarity Will Be Tested,The Sacramento Bee,06/09/13.
19Mac Taylor, Updated: An Overview Of The Local Control Funding Formula,Legislative Analysts Office,December 2013.
http://edsource.org/today/2013/enrollment-in-teacher-preparation-programs-plummets/39380#.Ut1w7hDTldghttp://edsource.org/today/2013/enrollment-in-teacher-preparation-programs-plummets/39380#.Ut1w7hDTldghttp://edsource.org/today/2013/enrollment-in-teacher-preparation-programs-plummets/39380#.Ut1w7hDTldghttp://gov.ca.gov/news.php?id=18373http://gov.ca.gov/news.php?id=18373http://gov.ca.gov/news.php?id=18373http://www.sacbee.com/2013/06/09/5482605/dan-walters-jerry-browns-allegiance.htmlhttp://www.sacbee.com/2013/06/09/5482605/dan-walters-jerry-browns-allegiance.htmlhttp://www.sacbee.com/2013/06/09/5482605/dan-walters-jerry-browns-allegiance.htmlhttp://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdfhttp://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdfhttp://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdfhttp://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdfhttp://www.sacbee.com/2013/06/09/5482605/dan-walters-jerry-browns-allegiance.htmlhttp://gov.ca.gov/news.php?id=18373http://edsource.org/today/2013/enrollment-in-teacher-preparation-programs-plummets/39380#.Ut1w7hDTldg -
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the status quo and to provide children, parents, and teachers with the power to change
lives and build strong futures. Without transforming education by placing power at the
school site where students actually engage with teachers and learn, education reform
efforts will never achieve their full potential.
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NEEL KASHKARIS K-12 PLAN
EXPAND FREEDOM, INNOVATION & ACCOUNTABILITY TO ALL SCHOOLS
California has been on the front line of the charter movement, leading the nation by
opening 104 schools in 2013-14. In total, the state has 1,130 charter schools serving
519,000 students, about a fifth of the 2.5 million charter school students enrolled across
the nation.20 Within California, the charter movement has found fertile soil in Los
Angeles, where more charter schools are open than anywhere else in the country. In
total, the Los Angeles Unified School District (LAUSD) has 248 charter schools and
serves more than 136,000 students from kindergarten through 12th grade.21
While LAUSDs 136,000 charter students only represent a fraction of the Districts
650,000 total students, this large presence indicates a strong desire among parents to
place their children in an alternative to the Districts traditional public schools. Part of
this strong demand for charter schools can be explained by LAUSDs lagging
graduation rate. When comparing the graduation rate between students in traditional
LAUSD schools and those in LAUSD charter schools, the gap is significant. The
traditional graduation rate for the 2011-2012 school year was 66%, far below the charterschool graduation rate of 79%.22 And to refute any notion that charter schools cherry-
pick students, LAUSD charter schools that serve a majority of socioeconomically
disadvantaged students still reached a graduation rate of 76%.23 These disparate
graduation rates illustrate that even in a district as challenged and bureaucratic as
LAUSD, where more than half of its employees are not even teachers, 24charter schools
can break through and deliver superior results.
20Theresa Harrington, Charter Schools: California Leads Nation In School Openings, Students,The San Jose Mercury News,02/13/14.21Kristen Muller, Study: Los Angeles Charter Students Learn More Than In Traditional Public Schools,SCPR,03/15/14.22A Promise Fulfilled,California Charter Schools Association,January 2014.23id.24Fingertip Facts 2013-2014,Los Angeles Unified School District,Accessed 04/17/14.
http://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.scpr.org/blogs/education/2014/03/15/16099/study-los-angeles-charter-schools-outperform-tradi/http://www.scpr.org/blogs/education/2014/03/15/16099/study-los-angeles-charter-schools-outperform-tradi/http://www.scpr.org/blogs/education/2014/03/15/16099/study-los-angeles-charter-schools-outperform-tradi/http://www.calcharters.org/APF_High_Res_For_Web.pdfhttp://www.calcharters.org/APF_High_Res_For_Web.pdfhttp://www.calcharters.org/APF_High_Res_For_Web.pdfhttp://home.lausd.net/ourpages/auto/2011/12/22/46088560/Fingertip%20Facts%2013-14-100913.pdfhttp://home.lausd.net/ourpages/auto/2011/12/22/46088560/Fingertip%20Facts%2013-14-100913.pdfhttp://home.lausd.net/ourpages/auto/2011/12/22/46088560/Fingertip%20Facts%2013-14-100913.pdfhttp://home.lausd.net/ourpages/auto/2011/12/22/46088560/Fingertip%20Facts%2013-14-100913.pdfhttp://www.calcharters.org/APF_High_Res_For_Web.pdfhttp://www.scpr.org/blogs/education/2014/03/15/16099/study-los-angeles-charter-schools-outperform-tradi/http://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-students -
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The success of charter schools in a district as unwieldy as LAUSD illustrates the
potential that they have to unleash a tide of learning and achievement. A recent study
by the Center for Research on Education Outcomes (CREDO) at Stanford University
found that the typical student in a Los Angeles charter school gains more learning in a
year than his or her LAUSD peer, amounting to about 50 more days of learning in
reading and an additional 79 days of learning in math.25 Among Hispanic students in
poverty, the results were even more staggeringgains that amounted to 58 additional
days of learning in reading and 115 more days in math compared to district school
peers.26
Not all charter schools achieve similar success, but through innovation, continual
refinement, and built-in accountability that allows failing schools to close, charter
operators have learned to replicate success and are doubling down on the best models.
In California, this accountability has led to the recent closure of 39 charter schools. 27
The closure of these schools should not, however, be viewed as failure. The lessons
learned from these closures are valuable in continuing to inform best practices and
allowing an ongoing evolution in education to ensure that student interests remain
paramount. Through this process of innovation, evidence has emerged of successful
models sharing many of the same distinctive features, including longer school days andlonger academic years, more innovation in curriculum, and rigorous testing. 28
While charter schools have been a great evolution in public education, they do present
certain limitations. In particular, charter school enrollment is wholly voluntary, meaning
that virtually every student enrolled in a charter school has an engaged parent who did
the research and determined that a charter school was a better choice for their child.
The reality, however, is that not every child has a parent with easy access to education
information or the ability to navigate the process of enrolling in a charter school. Yet
25Center For Research On Education Outcomes At Stanford University, Study Finds Los Angeles Charter Schools OutperformDistrict School Peers,Press Release,03/15/14.26id.27Theresa Harrington, Charter Schools: California Leads Nation In School Openings, Students,The San Jose Mercury News,02/13/1428Karl Zinsmeister, Op-Ed, The Charter School Performance Breakout,The Wall Street Journal,03/28/14.
http://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdfhttp://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdfhttp://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdfhttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://online.wsj.com/news/articles/SB10001424052702303725404579461121157868830http://online.wsj.com/news/articles/SB10001424052702303725404579461121157868830http://online.wsj.com/news/articles/SB10001424052702303725404579461121157868830http://online.wsj.com/news/articles/SB10001424052702303725404579461121157868830http://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdf -
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every child matters, and we must work to improve all schools to meet children wherever
they arein traditional public schools or in charters.
One thing not unique to charter schools is the presence of dedicated teachers well-
trained professionals who are committed to developing students into contributing
members of society. The system, however, does not treat teachers as professionals. In
New Orleans, the Recovery School District created after Hurricane Katrina devastated
the city operated by decentralizing power from the school board to the school site.
Bureaucracy was replaced with autonomy and accountability, which had the effect of
attracting educators who were drawn to the freedom to innovate. The results were
stunning: the percentage of students meeting state standards in New Orleans doubled
in four years, and the high school dropout rate dropped from 11.4% in 2005 to 4% in
2011.29
We know how important freedom and accountability are to enable success, yet we
currently expect traditional schools to excel without them. We must take what we have
learned during the last two decades of charter school innovation and offer traditional
schools the same flexibilityand importantlyenforce a similar level of accountability.
The state should not be in the practice of micromanaging schools, teachers, andprincipals. Rather, the appropriate state role should be marked by the setting and
enforcement of achievement standards. Teaching methods, classroom structure,
school calendar, and other elements of curriculum should be left to school-site
education professionals in consultation with parents, in order to meet the local needs of
students and the surrounding community.
* * *
29Wendy Kopp, Op-Ed, How Micromanaging Educators Stifles Reform,The Atlantic,04/10/12.
http://www.theatlantic.com/national/archive/2012/04/how-micromanaging-educators-stifles-reform/255543/http://www.theatlantic.com/national/archive/2012/04/how-micromanaging-educators-stifles-reform/255543/http://www.theatlantic.com/national/archive/2012/04/how-micromanaging-educators-stifles-reform/255543/http://www.theatlantic.com/national/archive/2012/04/how-micromanaging-educators-stifles-reform/255543/ -
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Reroute state K-12 funding directly to school sites, so that teachers, principals,
and parents can decide how the funding is spent. Under the 2013-14 state budget,
Californias K-12 system spends $40 billion in General Fund dollars to educate more
than 6 million students spread over more than a thousand school districts. 30 These
districts run the gamut, from small elementary school districts serving less than 20
students31to mega-districts like the Los Angeles Unified School District (LAUSD)the
biggest in the state and the second largest public district in the nation.32
While Governor Browns Local Control Funding Formula (LCFF) is intended to help
push money and power closer to students, the wide disparity in district sizes within the
state means that for many students concentrated in larger districts, the LCFF does not
properly address their unique needs. For example, LAUSD enrolls more than 650,000
studentsabout 10 percent of the states entire K-12 population.33 None of the states
other school districts come close to the size of LAUSD, but San Diego Unified has
130,000 students and Fresno Unified has 74,000 students illustrating that many urban
districts have large enrollments that serve diverse student needs. The scale of these
districts reveals that to truly give every child true opportunity, funding and instructional
decisions must be executed at the school level where principals and teachers can
shape instructional programs that take into account factors like local economicconditions and parental involvement.
The core of a school-centered approach is strong cooperation between teachers,
parents, and principals. While studies have shown that teachers are the single most
important factor in academic performance,34principals are critical to turning around
failing schools.35 As a part of Neels plan, principals will be empowered with greater
financial decision-making authority, finally aligning school-site priorities with funding
resources. Principals, however, will not act alone. Giving a voice to all stakeholders,
30K-12 Education, California State Budget 2013-14,California Department Of Finance,Accessed 04/17/14.31
Largest & Smallest Public School Districts,California Department Of Education,Accessed 01/22/14.32
District Information,Los Angeles Unified School District,Accessed 01/22/14.33Largest & Smallest Public School Districts,California Department Of Education,Accessed 01/22/14.34
Teachers Matter,RAND Education,2012.35
Samantha Cleaver, The Principal Pipeline, Ed. Magazine, Summer 2010.
http://www.ebudget.ca.gov/2013-14/pdf/Enacted/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2013-14/pdf/Enacted/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2013-14/pdf/Enacted/BudgetSummary/Kthru12Education.pdfhttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://home.lausd.net/apps/pages/index.jsp?uREC_ID=178745&type=dhttp://home.lausd.net/apps/pages/index.jsp?uREC_ID=178745&type=dhttp://home.lausd.net/apps/pages/index.jsp?uREC_ID=178745&type=dhttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://www.rand.org/content/dam/rand/pubs/corporate_pubs/2012/RAND_CP693z1-2012-09.pdfhttp://www.rand.org/content/dam/rand/pubs/corporate_pubs/2012/RAND_CP693z1-2012-09.pdfhttp://www.rand.org/content/dam/rand/pubs/corporate_pubs/2012/RAND_CP693z1-2012-09.pdfhttp://www.rand.org/content/dam/rand/pubs/corporate_pubs/2012/RAND_CP693z1-2012-09.pdfhttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://home.lausd.net/apps/pages/index.jsp?uREC_ID=178745&type=dhttp://www.cde.ca.gov/ds/sd/cb/ceflargesmalldist.asphttp://www.ebudget.ca.gov/2013-14/pdf/Enacted/BudgetSummary/Kthru12Education.pdf -
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principals will lead a school-site committee that solicits input, builds consensus, and
puts forth an action plan. In this role, principals will help engage the entire school
community and create an environment where student interests are prioritized, teachers
are supported, and parents are consulted.
As previously discussed, only 60% of education funding makes it into the classroom.36
Neels direct funding model, however, will maximize the sum of public dollars that
makes it into the classroom and supports learning. The precise percentage of funding
that reaches any individual classroom will vary due to the diverse needs and
circumstances of each school, but this funding model will create the ability to maximize
classroom funding without micromanaging it or dictating any specific formula.
Students deserve a funding system where money used on their behalf is allocated in the
most efficient and deliberate manner possible. Teachers and principals are
undoubtedly best positioned to make these decisions, rather than the current approach
where funding decisions are made by bureaucrats who, though perhaps well-
intentioned, are far removed from the classroom and where funding trickles down to the
classroom after travelling through layers of bureaucracy. Ultimately, this school-
centered approach of education financing will have the ability to fulfill the promise of agood education for every child.
Eliminate the vast majority of the California Education Code, providing all
schools with the flexibility that charters enjoy and transforming how kids are
educated. Innovative schools across the country that started with a clean sheet have
proven time and time again that all students, regardless of the home they come from or
the community they are raised in, have the ability to learn and achieve. Strict rules and
regulations meant to standardize education across California, however, have tied the
hands of principals and teachers, preventing them from creating custom-tailored
instructional programs that account for the unique needs of the local student population.
36Figure K12-04, Where Schools Spend Their Money,Governors Budget Summary 2014-15,01/10/14.
http://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdfhttp://www.ebudget.ca.gov/2014-15/pdf/BudgetSummary/Kthru12Education.pdf -
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California charter schools enjoy broad freedom through the mega-waiver a statutory
exemption from the vast majority of rules and regulations imposed upon traditional
school districts under the California Education Code.37 Charter schools, however, have
illustrated that strict uniformity in education delivery methods does not equal superior
results. Innovation and personalization are effective, and students would be better off
without the rigid one-size-fits all culture that the state Education Code creates.
Neel strongly believes that education should not be dictated by Washington,
Sacramento, or even by school districts. In exchange for granting schools the authority
they need to make funding and instructional decisions, and eliminating constraining
sections of the state Education Code, they will be held to strict accountability standards.
By freeing teachers, parents, and principals to innovate (and giving them control over
their education dollars), Neel will encourage schools to choose among these and other
priorities to meet their students needs:
Bring vocational training back to schools (Career Technical Education).
High schools and community colleges should help prepare all of our students for
productive and satisfying careers. While the route for many students will be four-
year institutions, many good jobs in the modern economy are best pursuedthrough Career Technical Education (CTE), formerly known as vocational
training, that does not require the time or financial commitment associated with a
four-year degree.
In July 2013, California passed AB 86 to create the California Career Pathways
Trust (CCPT). Similar to the federal Race To The Top competitive grant
program, the CCPT will award $250 million in one-time competitive grants to
providers of K-14 education, including districts, county superintendents, charter
schools, and community college districts.38 Applicants competing for grants
37Cal. Educ. Code Sec. 4761038
California Careers Pathway Trust,California Department Of Education,Accessed 01/23/14.
http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47610-47615http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47610-47615http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47610-47615http://www.cde.ca.gov/ci/ct/gi/ccptinfo.asphttp://www.cde.ca.gov/ci/ct/gi/ccptinfo.asphttp://www.cde.ca.gov/ci/ct/gi/ccptinfo.asphttp://www.cde.ca.gov/ci/ct/gi/ccptinfo.asphttp://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47610-47615 -
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worth up to $15 million will propose programs designed to provide a clear path
from school to specific jobs in high-growth industries.39
Two-hundred and fifty million is a large sum of state money, but funding a one-
time contest is not enough to represent what should be the states long -term
commitment to CTE. As governor, Neel will embrace CTE and provide the
flexibility for schools and districts to operate programs that create good
partnerships between student skills and local industries. By directing education
funding directly to school sites, school leaders will have the flexibility to fund CTE
on an on-going basis, if they determine these programs are important for their
studentsneeds.
Implement longer school days and school years. The number of days
California students spend in school has not been spared from budget cuts.
Adjusting to low state revenue during the economic crisis, the state legislature
reduced the minimum number of instructional days from the state standard of
180 days to 175.40 While a reduction of five days may not seem significant,
California graduates have to compete in a global jobs market, and when
compared to international competitors, 175 days of school instruction simply fallsshort. For example, other industrialized countries like Australia, Netherlands,
and Singapore offer a school year of 200 days. Koreas school year is even
higher at 220 days, and Switzerland offers 225 days of instruction.41
Complementary to the issue of the number of days students spend in school is
the distribution of those days over a calendar year. The current academic
calendar that stretches from Fall to early Summer is a relic of our nations
agrarian heritage where children were subject to the demands of the harvest
season. While most children no longer work in the fields, summer vacation
39Patrick McGreevy, State To Award Grants For Schools Providing Career Pathways,Los Angeles Times,01/21/14.
40Louis Freedberg, Budget Shortfall Heightens Threat Of Shorter School Year,EdSource,11/16/11.
41id.
http://articles.latimes.com/2014/jan/21/local/la-me-pc-state-to-award-grants-for-schools-providing-career-pathways-20140121http://articles.latimes.com/2014/jan/21/local/la-me-pc-state-to-award-grants-for-schools-providing-career-pathways-20140121http://articles.latimes.com/2014/jan/21/local/la-me-pc-state-to-award-grants-for-schools-providing-career-pathways-20140121http://edsource.org/today/2011/budget-shortfall-heightens-threat-of-shorter-school-year/3262#.UuRBuBDTldghttp://edsource.org/today/2011/budget-shortfall-heightens-threat-of-shorter-school-year/3262#.UuRBuBDTldghttp://edsource.org/today/2011/budget-shortfall-heightens-threat-of-shorter-school-year/3262#.UuRBuBDTldghttp://edsource.org/today/2011/budget-shortfall-heightens-threat-of-shorter-school-year/3262#.UuRBuBDTldghttp://articles.latimes.com/2014/jan/21/local/la-me-pc-state-to-award-grants-for-schools-providing-career-pathways-20140121 -
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endures as an American tradition that unfortunately contributes to a
disproportionate and cumulative achievement gap among low-income students.42
As governor, Neel will embrace all programs that work to address the
achievement gapincluding lengthening the school year, lengthening the school
day, and allowing year-round schooling. Different schools will benefit from a
different combination of these policies, but allowing schools to find the formula
that works for them and their students will give students the best chance at
success.
Reward great teachers and hire more teachers (where appropriate).
Often times, a one-size-fits-all approach fails to reward excellence, encourages
mediocrity, and operates to protect the few who strongly underperform. In the
school setting, teacher compensation structures do not recognize the hard work
of the many dedicated teachers who go above and beyond to lift up their
students.
Through Neelsschool-centered approach, principals will not only have greater
discretion in determining instructional program budgets, but staff compensation,as well. Principals, however, will not be the sole determiner. Similar to the
inclusive approach of crafting a schools instructional priorities, Neel will also
support an evaluation process for school personnel that takes into account
factors including student performance, peer and parent evaluations, professional
observation, and community contribution. This type of comprehensive review
system that incorporates feedback from a variety of groups has a greater ability
of recognizing excellence and identifying personnel that might need more
professional support. Under this system, pay guidelines will serve more as a
minimum, rather than a lock-step ladder, thereby allowing staff, including
teachers, to earn more with positive evaluations.
42Jennifer Sloan McCombs, Making Summer Count,RAND Corporation,2011.
http://www.rand.org/content/dam/rand/pubs/monographs/2011/RAND_MG1120.pdfhttp://www.rand.org/content/dam/rand/pubs/monographs/2011/RAND_MG1120.pdfhttp://www.rand.org/content/dam/rand/pubs/monographs/2011/RAND_MG1120.pdfhttp://www.rand.org/content/dam/rand/pubs/monographs/2011/RAND_MG1120.pdf -
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Another benefit of placing budgetary authority at the school level is the ability for
principals and teachers to work together to provide the appropriate classroom
structure for their specific student population. By being able to determine their
own school budgets, principals may prioritize the need for another librarian or the
hiring of more teachers, for examplewhatever combination of staff and
resources will help maximize achievement. To meet this school-centric vision as
governor, Neel will empower schools and principals with the professional
judgment necessary to make schools the most effective learning environment
possible for children and their communities.
Flip the classroom to maximize student-teacher engagement. While there
have been many advances in education, one model has endured: school-day
lectures reinforced by after-hours homework. One program piloted by the Los
Altos school district in 2010 turned this approach on its head by implementing a
flipped classroom in a number of 5th and 7th grade classes. In these flipped
classrooms, students would view lecture videos at home and then practice
techniques and apply principles during the school day by working on
assignments with teachers and other students. This allowed students the
opportunity to get the support they neededeither from fellow students or theirteacherwhile they were working through problems in real-time, instead of
working on an assignment at home and then waiting until the next school day to
ask questions. Teachers also benefitted from real-time feedback on student
comprehension and could immediately identify areas where students needed
additional instructional support. The result was a classroom that turned from a
forum for passive lectures to a lively and interactive learning environment.43
This Los Altos pilot only included a small student sample, but it provides another
proof-point of a teaching method that holds potential for improved student
outcomes. The 7th graders included in the pilot program were diverse, with
many students coming from low-income backgrounds. Yet relative to the year
43Lance T. Izumi And Elliott Parisi, One World School House Vs. Old World Statehouse,Pacific Research Institute,January 2013.
http://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdfhttp://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdfhttp://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdfhttp://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdf -
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before, the achievement of these students on the grade level exam improved by
106 percent, resulting in twice as many students performing at grade level.44
And while the flipped classroom is new to the K-12 environment, it has been
used for more than a decade at dozens of colleges in areas as diverse as math,
science, English, and other disciplines, with positive results.45 As governor, Neel
will promote the expansion of flipped classrooms by eliminating seat time rules
that impose a minimum number of classroom-based minutes per school day and
assumes subject mastery once a number of classroom minutes has been met.
Support the innovation of charter schools by ensuring resource and facility
parity, and eliminating the statutory cap. Despite contributing to Californias
education landscape for two decades and producing some phenomenal examples of
student achievement, charter schools have struggled to win even footing with traditional
public schools. High among its issues includes the lack of resource and facility parity in
comparison with traditional schools. As recently as the 2011-12 academic year, charter
schools received an average of $301 less in per pupil general purpose funding than
their traditional school district peers.46 Adding further stress on limited charter school
budgets is the fact that they must pay their rent or mortgage costs directly out of their
operating budgets, unlike traditional district schools that do not bear these costs out oftheir general funds.47
Another issue related to charter schools is the statutory charter school cap which, under
the California Education Code, is limited to increasing by 100 schools per year.48 While
the state has not yet bumped up against the cap, California has consistently opened
44Lance T. Izumi And Elliott Parisi, One World School House Vs. Old World Statehouse,Pacific Research Institute,January 2013.45id.46Mac Taylor, Comparing Funding For Charter Schools And Their School District Peers,Legislative Analysts Office,01/26/12.47Facilities Equity Overview,California Charter Schools Association,Accessed 04/19/14.48Cal. Educ. Code Sec. 47602(a)(1).
http://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdfhttp://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdfhttp://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdfhttp://lao.ca.gov/reports/2012/edu/charter-schools/charter-schools-012612.pdfhttp://lao.ca.gov/reports/2012/edu/charter-schools/charter-schools-012612.pdfhttp://lao.ca.gov/reports/2012/edu/charter-schools/charter-schools-012612.pdfhttp://www.calcharters.org/advocacy/facilities-adv/http://www.calcharters.org/advocacy/facilities-adv/http://www.calcharters.org/advocacy/facilities-adv/http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47600-47604.5http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47600-47604.5http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47600-47604.5http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=47001-48000&file=47600-47604.5http://www.calcharters.org/advocacy/facilities-adv/http://lao.ca.gov/reports/2012/edu/charter-schools/charter-schools-012612.pdfhttp://www.pacificresearch.org/fileadmin/templates/pri/images/Studies/PDFs/2013-2015/KhanStudy_web.pdf -
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between 80 and 100 new charter schools since 1999.49 Last year, the state opened 104
new charter schools.50
When the charter school cap was first implemented for the 1998-99 school year,
charters were still relatively new to California and there was good reason to pace the
growth of what was still largely an experimental endeavor. With charter schools now a
known and proven model, there is no longer a compelling reason to impose an arbitrary
cap on charter school growth. Patterns of success have been identified and good
charters can scale their success quickly and responsibly.
The education reform movement has not concluded. While many lessons can be
learned and replicated from successful charter schools, a strong element of competition
and innovation must continue to exist in order to avoid stagnation. The needs of
students will continually evolve and charters must remain a positive force to push
boundaries and reveal new discoveries. As governor, Neel will be a strong advocate for
charter schools, ensuring that they operate on equal footing with traditional schools
both in funding and facilitiesand will repeal the states charter school cap, ensuring
that the law never impedes broader educational progress or excludes any child from the
opportunity that an excellent school provides.
* * *
49Figure 2: Opened And Closed Charter Campuses, 1991-2011, Charter School Performance In California,Center For ResearchOn Education Outcomes At Stanford University, 02/27/14.50Theresa Harrington, Charter Schools: California Leads Nation In School Openings, Students,San Jose Mercury News,02/13/14.
http://credo.stanford.edu/pdfs/ca_report_FINAL.pdfhttp://credo.stanford.edu/pdfs/ca_report_FINAL.pdfhttp://credo.stanford.edu/pdfs/ca_report_FINAL.pdfhttp://credo.stanford.edu/pdfs/ca_report_FINAL.pdfhttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://www.mercurynews.com/breaking-news/ci_25127211/california-leads-nation-new-charter-schools-and-studentshttp://credo.stanford.edu/pdfs/ca_report_FINAL.pdfhttp://credo.stanford.edu/pdfs/ca_report_FINAL.pdf -
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HIGHER EDUCATION
DRIVING SOCIAL MOBILITY AND BUILDING A STRONG MIDDLE CLASS
The advantages of a good higher education system are clear and compelling, but tuition
increases and limited course offerings are diminishing access and opportunity.
Education is the primary driver of social mobilitythe key to building a strong middle
class and allowing people to lift themselves out of poverty. Yet Californias higher
education system traps students and essentially hoards them, eager to cash their tuition
checks financed with their mounting debt. Instead of a clear four-year path to
graduation, students are forced to borrow more money to pay for a fifth or sixth year of
college. And under Governor Jerry Brown, cash-strapped University of Californiacampuses have aggressively recruited non-Californians for the extra $23,000 they pay
in annual tuition. The acceptance rate for in-state students at UCs has reached the
lowest level in decades.51 Meanwhile, 13% of all UC freshman will be from outside of
California this Fall, up from 12% this year, and just 5% four years ago.52
Neel wants every California high school graduate to have access to an affordable higher
education, be it through Career Technical Education programs, at a community college,
or through a traditional four-year college. To reach that goal, Neel proposes four bold
ideas that will transform the way that California colleges are funded, improve access,
increase graduation and certificate rates, and make higher education more affordable,
while ensuring high quality:
Incentivize student achievement and clear the path to graduation by linking
campus performance to state funding
o Establishing different goals for the three higher education segments
so that they can thrive within their respective missions
51Larry Gordon, UC Accepts Fewer Californians, More Students From Out-Of-State,The Los Angeles Times,04/18/13.52Larry Gordon And Carla Rivera, California Students Feels UC Admission Squeeze,The Los Angeles Times,04/18/14.
http://articles.latimes.com/2013/apr/18/local/la-me-ln-uc-admissions-20130417http://articles.latimes.com/2013/apr/18/local/la-me-ln-uc-admissions-20130417http://articles.latimes.com/2013/apr/18/local/la-me-ln-uc-admissions-20130417http://www.latimes.com/nation/la-me-uc-admit-20140419,0,3471945.story#axzz2zMfVE6rHhttp://www.latimes.com/nation/la-me-uc-admit-20140419,0,3471945.story#axzz2zMfVE6rHhttp://www.latimes.com/nation/la-me-uc-admit-20140419,0,3471945.story#axzz2zMfVE6rHhttp://www.latimes.com/nation/la-me-uc-admit-20140419,0,3471945.story#axzz2zMfVE6rHhttp://articles.latimes.com/2013/apr/18/local/la-me-ln-uc-admissions-20130417 -
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o Rewarding progress to maintain the integrity of the overall goal of
degree/certificate completion
o Keeping the funding formula and corresponding reward targets
simple
Promote affordability and fewer course bottlenecks by mandating all UCs
and CSUs place 20% of their courses online within four years
Break down barriers by allowing students across the UC, CSU, and CCC
systems to take for-credit courses from world-class UC and CSU
professors
Pioneer a new financing program for STEM students where free tuition is
provided in exchange for a small interest in their future earnings
* * *
-
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JERRY BROWNS
HIGHER EDUCATION LEGACY
MIDDLE CLASS TUITION SHOCK
The recent recession crushed the middle class, and nowhere is that more evident than
in the struggles of families trying to pay for college tuition. To compensate for
diminished state funding, the California State University (CSU) and the University of
California (UC) systems subjected families to sharp tuition and fee increases since the
recession hit in 2008, as much as 28% in a single year by the CSU and 23% by the
UC.
53
Tuition at CSU and UC campuses has basically doubled since 2007.
54
Tuition rates, however, are not the only factor in determining the cost of college. The
total cost of higher education is a function of both the cost of tuition and the length of
time it takes to complete a degree. In California, the average time it takes a full-time
student to complete a four-year degree is 5.2 years, while part-time students need an
additional five months.55 Only 14% of Californias full-time students graduate from a
four-year public university on time.56
The practical result of tuition increases under Governor Jerry Brown and the low rate of
on-time graduates is that higher education becomes less affordable, less accessible,
and simply out of reach for many families. The CSU and the UC turned down record
numbers of qualified students and raised tuition during the recession, causing tuition
shock for middle-class families who bore a larger share of education costs, but did not
qualify for financial aid targeted at low-income students.57 As a result, the average CSU
53A New Plan For A New Economy: Reimagining Higher Education,The Little Hoover Commission,10/14/13.
54Lisa Pickoff-White, The Cost Of Tuition At UC, CSU Over The Years, Adjusted For Inflation,KQED,07/18/12.55Samantha Schaefer, 61% Of States Full-Time College Students Graduate,The Orange County Register,09/27/11.56id.57
A New Plan For A New Economy: Reimagining Higher Education,The Little Hoover Commission,10/14/13.
http://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://www.ocregister.com/articles/students-319243-time-percent.htmlhttp://www.ocregister.com/articles/students-319243-time-percent.htmlhttp://www.ocregister.com/articles/students-319243-time-percent.htmlhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.ocregister.com/articles/students-319243-time-percent.htmlhttp://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://www.lhc.ca.gov/studies/218/Report%20218.pdf -
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student leaves school with $14,744 of debt, while UC students accumulate a higher
average obligation of $17,300.58
Until now, the dance between lower state funding and higher tuition rates has been
tolerated, but there will be a breaking point at which it is no longer tenable. At that
point, students will not be the only ones harmed; the state of California will ultimately
suffer with an unprepared workforce that will fail to compete globally. And as in other
areas, what happens in California has wide-ranging effects outside of its borders. With
the distinction of attracting a tenth of the nations public four-year college students, the
health and quality of Californias higher education institutions will have a large
reverberating effect on the greater national economy.59
California does not have the luxury of weathering the effects of a smaller and less
competitive workforce. As it currently stands, the state is already projected to suffer a
large college graduate deficit. According to The Little Hoover Commission, California
needs 2.3 million more graduates than it is currently projected to produce just to
maintain a healthy modern economy in 2025. This equates to a 40% increase from the
number of students currently graduating from all California institutionsboth public and
private.
60
Additionally, experts at the Center on Education and the Workforce atGeorgetown University project that 61% of all California jobs will require postsecondary
education by 2018highlighting the need for not only a robust workforce, but a well-
trained workforce, as well.61
* * *
58Lisa Pickoff-White, Chart: The Cost Of Tuition At UC, CSU Over The Years, Adjusted For /Inflation,KQEDs News Fix Blog,
07/18/12.59
Larry Gordon, California Leads Nation In Escalation Of College Costs,The Los Angeles Times,10/26/11.60
A New Plan For A New Economy: Reimagining Higher Education,The Little Hoover Commission,10/14/13.61
Anthony P. Carnevale, Nicole Smith, and Jeff Strohl, Help Wanted: Projections Of Jobs And Education Requirements Through2018,Georgetown UniversityCenter On Education And The Workforce, June 2010.
http://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/http://articles.latimes.com/2011/oct/26/local/la-me-college-costs-20111026http://articles.latimes.com/2011/oct/26/local/la-me-college-costs-20111026http://articles.latimes.com/2011/oct/26/local/la-me-college-costs-20111026http://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/state-levelanalysis-web.pdfhttp://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/state-levelanalysis-web.pdfhttp://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/state-levelanalysis-web.pdfhttp://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/state-levelanalysis-web.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://articles.latimes.com/2011/oct/26/local/la-me-college-costs-20111026http://blogs.kqed.org/newsfix/2012/07/18/csu-and-uc-tuition-hikes-over-time/ -
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NEEL KASHKARIS
HIGHER EDUCATION PLAN
TRANSFORM FUNDING TO EXPAND ACCESS & IMPROVE AFFORDABILITY
Incentivize student achievement and clear the path to graduation by linking
campus performance to state funding. Californias higher education funding system
is generally based upon an antiquated system of inputs. Depending on the size of an
institutions enrollment, the state will provide a corresponding level of funding. The
problem with this funding model, however, is that it does not place proper value onoutputthe return on the states investment into higher education through a system that
properly prepares graduates with certificates, four-year degrees, and advanced
degrees. The current model actually incentivizes colleges to hoard students rather than
graduate them. The more enrollees an institution has, the more funding it receives from
the state. The incentives must change to focus on student achievement.
Recent legislative attempts have been made to better align state funding with goals, but
even a trailer bill passed with last years state budget only requires annual reporting on
performance measures, failing to actually link progress with state funding.62 As
governor, Neel will make performance funding a priority, linking between 25% to 50% of
a campus state funding with a schools measureable achievements to foster a culture of
accountability.
The goal of linking funding with outcomes has evaded education policy experts for
decades. A variety of states have tried to craft different variations of performance-
based funding models to fit their own unique needs and student populations, but
enthusiasm and commitment to revisions waned due to impatience with the process of
fine-tuning policies into well-tailored programs. During the recent recession, however, a
62A New Plan For A New Economy: Reimagining Higher Education,The Little Hoover Commission,10/14/13.
http://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdf -
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resurgence of interest by states to better align precious funds with greater access and
improved outcomes has resulted in 12 states adopting some form of performance
funding and another 23 states that are either transitioning to it or have initiated formal
discussions about adopting performance funding.63
In FY 2013-14, California is scheduled to spend more than $9 billion funding 145
university and community college campuses serving more than 3 million students.64
This large level of funding provides the state with a considerable amount of purchasing
power that can be leveraged to influence how institutions can adapt to better serve
students and reach goals. Building upon the lessons learned by other states through
their experiences with performance-based funding, California has a strong template on
which to tailor its own design. As governor, Neel will lead a process to redesign the way
California higher education institutions are funded, including the following elements:
Establishing different goals for the three higher education segments so
that they can thrive within their respective missions.A one-size-fits-all
approach to performance-based funding will not work with Californias three-
segment system that was created to serve distinct student populations. For
example, to encourage institutions to best serve their respective missions,incentive formulas will be tailored to incorporate research and development
achievements at UCs, the conferral of four-year degrees at CSUs, and the
number of associate degrees awarded or the number of transfers to four-year
institutions from Community Colleges.
Rewarding progress to maintain the integrity of the overall goal of
degree/certificate completion. While the ultimate goal remains the conferral of
certificates and diplomas, the achievement of intermediate progress will also be
recognized. Without placing value on the milestone steps that mark the path of
completion, there is a danger that institutions may lower academic standards and
63A New Plan For A New Economy: Reimagining Higher Education,The Little Hoover Commission,10/14/13.64id.
http://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdfhttp://www.lhc.ca.gov/studies/218/Report%20218.pdf -
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devolve into diploma mills to inflate achievement metrics. Examples of progress
milestones include:
o Enrollment in remedial programs
o Credit accumulation
o Retention rates
o Course completion
Keeping the funding formula and corresponding reward targets simple.
The higher education system is already complicated. With so many moving
parts, developing a simple funding formula based upon clear goals will not only
provide clear targets for institutions, it will also create a high level of public
transparency to track and monitor institutional performance.
o Degrees awarded
o Graduation rates
o Transfer rates65
Promote affordability and fewer course bottlenecks by mandating all UCs and
CSUs place 20% of their courses online within four years. With the ability to
democratize information, the Internet has the potential to be a powerful transformationalforce for higher education. One large driver of the cost of education is the length of time
it takes for a student to finish his or her course of study and the limited space for
students in a given classroom. Using the CSU as an example, a shortage of veteran
professors and high enrollment demand led to 1,294 identified bottleneck courses
stretching across the 23-campus system during the 2012-13 year.66
There are a variety of factors that contribute to bottleneck courses, including a lack of
tenured professors, shortage of lab space, students taking the same courses multiple
times, and the need of some students to take whatever courses they can to maintain the
minimum course-load required to preserve financial aid eligibility.67 With finite budget
65Performance-Based Funding For Higher Education,National Conference Of State Legislatures,03/05/14.66
Josh Dulaney, Bottleneck Courses Resulting In Students Struggling To Graduate,The Los Angeles Daily News,10/12/13.67id.
http://www.ncsl.org/research/education/performance-funding.aspxhttp://www.ncsl.org/research/education/performance-funding.aspxhttp://www.ncsl.org/research/education/performance-funding.aspxhttp://www.dailynews.com/general-news/20131012/bottleneck-courses-resulting-in-students-struggling-to-graduatehttp://www.dailynews.com/general-news/20131012/bottleneck-courses-resulting-in-students-struggling-to-graduatehttp://www.dailynews.com/general-news/20131012/bottleneck-courses-resulting-in-students-struggling-to-graduatehttp://www.dailynews.com/general-news/20131012/bottleneck-courses-resulting-in-students-struggling-to-graduatehttp://www.ncsl.org/research/education/performance-funding.aspx -
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resources, however, it is unlikely that institutions will have the luxury of hiring enough
professors to keep up with demand. Instead, it is incumbent upon the UCs, CSUs, and
California Community Colleges (CCCs) to deploy current resources in a manner that
can reach more students, move them along, and help them finish more quickly and
affordably while maintaining high quality standards.
Due to the variety of factors contributing to bottleneck courses, there is no silver bullet
to solve the challenge they pose to students and institutions. Lecture courses, for
example, are more easily scaled through online access than lab courses. But just
because there is no single or easy answer does not mean that steps should not be
taken.
Recognizing the current vacuum in online course offerings available across campuses,
the UC has recently piloted the Cross-Campus Enrollment System. Individual UC
campuses have already offered some online classes, but prior to the new System,
students often faced bureaucratic and technological hassles that discouraged cross-
campus enrollment. The program just started in January 2014 during Winter Quarter
with 11 pre-existing courses offered at four UC campuses. And because the classes
are offered for-credit, academic integrity is maintained by requiring a weekly real-timeonline discussion session with a teaching assistant or professor, and final exams that
are proctored in real classrooms.68
The Cross-Campus Enrollment System is the type of pilot program that should be
scaled as quickly as possible to better serve students. As governor, Neel will mandate
that all UCs and CSUs place 20% of their courseswith priority on bottleneck courses
online within four years. This will not only help address the bottleneck problem that
limits the ability of students to graduate on-time, but will also provide students with
greater flexibility in completing their necessary courses.
68Larry Gordon, UC Forging Ahead With Cross-System Online Courses,The Los Angeles Times,12/24/13.
http://www.latimes.com/nation/la-me-uc-online-20131222,0,6798231.story#axzz2z4FRos1ihttp://www.latimes.com/nation/la-me-uc-online-20131222,0,6798231.story#axzz2z4FRos1ihttp://www.latimes.com/nation/la-me-uc-online-20131222,0,6798231.story#axzz2z4FRos1ihttp://www.latimes.com/nation/la-me-uc-online-20131222,0,6798231.story#axzz2z4FRos1i -
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Break down barriers by allowing students across the UC, CSU, and CCC systems
to take for-credit courses from world-class UC and CSU professors. With some of
the best professors in the world, the California higher education system has a
tremendous intellectual resource. The traditional model of in-person lectures, however,
does not distribute instruction in a way that maximizes this valuable resource. UC
students are already accustomed to lecture halls filled with hundreds of undergraduate
students. And new lecture halls continue to be constructed to accommodate increasing
class sizes and the upsizing of impacted courses.69 When scaling classes, online
resources should be harnessed to provide greater access to critical courses taught by
world-class professors.
Appetite for online course offerings has increased with the creation of consortiums that
partner several institutions together and pool their collective resources and expertise.
As with any emerging technology, refinements and improvements are a part of the
process of creating better offerings. Any growing pains associated with growing the
field of online courses, however, should not be interpreted as reasons to resist the
enormous potential of this new technology.
As governor, Neel will promote the cross-pollination of professors between highereducation segments so that more students have access to excellent professors, the
impact of bottleneck courses is reduced, the total length of study is shortened, and the
ultimate cost of education is lowered. To achieve this, Neel will break down the barriers
of higher education by providing every student with the ability to learn from a great
university professor. Specifically, with 20% of courses made available online,
students from all three segments will be allowed to receive instruction, for credit,
from UC professors, and CSU courses will also be made available to CCC
students. Thus, while preserving the distinct educational missions of the three
segments, greater cooperation between the systems will accelerate the path to course
completion while maintaining academic integrity.
69Laura Fitzgerald And Jordyn May, California Lecture Hall To Be Constructed,The California Aggie,11/21/13.
http://www.theaggie.org/2013/11/21/california-lecture-hall-to-be-constructed/http://www.theaggie.org/2013/11/21/california-lecture-hall-to-be-constructed/http://www.theaggie.org/2013/11/21/california-lecture-hall-to-be-constructed/http://www.theaggie.org/2013/11/21/california-lecture-hall-to-be-constructed/ -
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Pioneer a new financing program for STEM students where free tuition is
provided in exchange for a small interest in their future earnings. Shortening the
length of time it takes to earn a certificate or degree is just one way of decreasing the
financial burden associated with pursuing a higher education. As is the case with other
policy breakthroughs, states are taking the lead by acting as laboratories of ideas
testing new models and pushing the boundaries of reform. In the context of higher
education, Oregon is helping to pioneer a new higher education funding model that
allows students to attend college with no upfront cost or loans in return for paying the
state a small share of their future earnings. Through initial program estimates for the
state of Oregon, students would agree to pay 3% of their annual salaries for 24 years. 70
If a student earns a high salary as a doctor, they pay back 3%. If a student enters a
non-profit field at a more modest salary, they also pay back 3%. This innovative
program avoids saddling students with enormous debt, and does so without increasing
costs for taxpayers.
Oregon is not the only state to apply creative thinking to the persistent problem of
student debt. New Jersey, Ohio, and Pennsylvania have all introduced some type of
similar legislation and 19 states sent representatives to a recent conference discussing
how this new financing model might work.
71
This wide-spread interest illustrates astrong desire to provide a state-level policy solution for families struggling to send their
kids to college. One potential weakness of such models, however, is adverse selection:
if only students who plan to pursue careers with more modest salary expectations utilize
the program, the program may not be self-sustaining.
In order to align a new higher education financing model with the workforce needs of the
state, and to address the potential adverse selection problem , Neel proposes a
scholarship program that provides four-year college students majoring in a STEM
(science, technology, engineering, or mathematics) field free tuition in exchange
for a small interest in their future earnings. This funding model is voluntary, so
70Douglas Belkin, Oregon Explores Novel Way To Fund College,The Wall Street Journal,07/03/13.
71Libby A. Nelson, Can Pay It Forward Pay For College?,Politico,11/12/13.
http://online.wsj.com/news/articles/SB10001424127887324251504578582101593420808http://online.wsj.com/news/articles/SB10001424127887324251504578582101593420808http://online.wsj.com/news/articles/SB10001424127887324251504578582101593420808http://www.politico.com/story/2013/11/pay-it-forward-oregon-college-tuition-99695.htmlhttp://www.politico.com/story/2013/11/pay-it-forward-oregon-college-tuition-99695.htmlhttp://www.politico.com/story/2013/11/pay-it-forward-oregon-college-tuition-99695.htmlhttp://www.politico.com/story/2013/11/pay-it-forward-oregon-college-tuition-99695.htmlhttp://online.wsj.com/news/articles/SB10001424127887324251504578582101593420808 -
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students could opt to participate in the traditional loan model of college financing, but
this is just one way to help lower- and middle-class families afford the costs of education
and to provide the opportunity of upward mobility to all hard-working students.
Additionally, the state would benefit from a higher supply of STEM graduates that would
preserve Californias leading role as an innovation pioneer.
* * *
Neel firmly believes that, as former U.S. Secretary of State Condoleezza Rice has put it:
Education is the civil rights struggle of our day.72 Raised in a middle-class immigrant
family, Neel has seen first-hand how a good education can secure a students future.
While Governor Brown fails to institute the necessary reforms to provide opportunity for
every child and to make higher education more affordable, Neel will transform K-12
education by empowering schools, principals, teachers, and parents with the voice and
authority they need to serve our children while instituting bold funding reform in higher
education to increase access and affordability for all.
California already has the natural advantage of being a place where students want to
study and then stay to work and raise a