California Education Dialogue

A public policy dialogue produced by Information Renaissance
with support from The William and Flora Hewlett Foundation,
IBM Corporation and Intel Corporation

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Emerging Modes of Delivery, Certification and Planning


California’s Master Plan for Education must reflect the changes necessary for California to improve its education system. California’s education system must once again be considered a force in the global economy. The Plan should be bold in providing a template for education policy implementation for the Legislature and the Governor over the next twenty years. The Plan should also be flexible enough to undergo change, as necessary. There is tremendous opportunity to close the achievement gap and to improve access to quality education programs.

There is a need for both flexibility and accountability. Charter schools, community-partnerships, small schools, and joint use of facilities should be continued and expanded as appropriate. Emerging assessment capabilities should be used to support student learning and to streamline faculty review processes. Technology should be used as a strategic tool for learning and for extending access to all populations. The State is in desperate need of a comprehensive data collection system that would support forecasting and planning at the district and state levels. This is a systemic need that was raised by each of the seven working groups of the Joint Committee.

Through increased accountability, partnerships, innovation, strategic use of technology, flexibility, proper planning, and adequate State support, California can have a world-class education system.

These changes and challenges will continue, and perhaps accelerate, in this new century. They will require California’s adults and youth to continue learning throughout their lives. All Californians learn through a variety of venues - in the workplace, at home, in formal educational institutions - and through new, emerging strategies. The lifelong learner needs rich educational opportunities and the basic skills to take advantage of these available offerings. When learners do not have high levels of skills, they find it difficult to continue lifelong learning. As parents, they become less able to participate in their children’s academic development; and with emphasis on the academic performance of children, California must recognize and support increased educational development of their parent. The literacy skill of the parent is a significant factor in a child’s potential to be successful in school. If all learners — adults and children — are to be able to access the opportunities in this country, they must have access to an even playing field on which they can succeed in their adult roles as workers, family members, and citizens.

Contents Summary Background I. Delivery
II. Organization III. Assessment IV. Certification V. Planning
VI. Adult Ed. Conclusion Presenters Members