RE: Question 3: School Districts-What's in the Plan

I have not participated previously in this discussion and am doing so as a parent and citizen who has been involved in schools and school systems for 30 years in preschool, elementary, high school, college (have taught students at each of these levels), a former school board trustee (16 years and no, not in smallest 1/3 size districts), and as someone who works professionally with schools and school systems in the arena of strategic planning and building coherent, responsible, responsive and accountable systems.
Response: While I understand the desire for k-12 unified districts, I find myself hoping that the assumptions underlying unification of the "smallest 1/3" -- greater efficiency and effectiveness (and "hopefully will save money") have been examined carefully through the lens of assumed versus actual historic results in both California and other states. Creating a large square mile geographic district does not make it coherent.  Where undertaken, has this approach yielded higher student achievement? greater connectedness of parents/schools? more effective organization? What's occurred in states where, for example, districts are organized on county lines regardless of the size or areas of communities involved. What are some of the unanticipated consequences (for California) that can be drawn from these governance experiences.  Then I look at some of the midwest States with small rural school districts but larger networks for professional learning, and much broader use of various types of distance learning. Popular wisdom re business is that the small organization is more innovative, effective and efficient. So I'm wondering if the assumptions here result from popular wisdom or observation or exploration or other.