Education In California - Essay Example

Education in California This research paper seeks to shade some light on the Californian education system with respect to public schools. This sphere of study will seek to give an understanding of how the public schools are financed by the state government and local district schools, funding problems, and possible solutions. Another area that is touched is the curriculum of the public schools, problems, and possible solutions. In addition, teacher education is also discussed in detail in terms of their training, employment, teacher quality crisis and possible remedies. According to Shires (1993), financing of public schools is done on a school basis by both the local school districts and the state. The local districts generate their revenue from local property tax while the state receives funds from the general fund. The money generated through local property tax which constitutes a larger percentage of public education funds depends upon two factors which include the tax rate of the school districts and the accessed value of the taxable property in the district (http://guidetogov.org/ca/state/overview/school.html). The average daily attendance (ADA) mechanism is used to distribute these public funds to public schools. The allocation of state funds to school districts is based on a revenue limit system. The district revenue limit is the level of funding per average daily attendance to which the district is entitled. Districts of similar sizes and type have approximately the same revenue limit throughout the state. In case a school district is not able to raise significant revenue from the property tax to meet revenue limit, the state comes in to top up the deficit. (Roy Walter 51).Constitutionally, each district is entitled to receive a basic aid of $ 120 per ADA or $2400: whichever is greater. The aid can also be used by the state to make up for the difference created in the school budget by the low amount of property tax. In addition to these unrestricted funds, school revenue funds which are unrestricted for special purposes. For example, funds used to carry out school improvement programs. These constitute one – the quarter of a school district funding. The funding for any California school district is primarily decided by the state through revenue limits. (Douglas and Aubrey 72) Federal assistance to K – 12 schools is provided mostly in the form of the categorical grant of aid for special programs. The federal government reaches out to federal employees by providing general aid to those districts. A good percentage of the California State Lottery's total sales are allocated proportionately to all levels of public education decide on how to spend this money. The aid can be used for any instructional purpose apart from research or purchase of instructional facilities. The biggest problem faced is lack of adequate funds and lack of financial accountability in the school system. Most of the money is being misused by those in authority. It has been the weakness of the state government to monitor how money is being spent in public schools. This, therefore, calls for proper supervision of the way money is used in public schools. This is also the responsibility of state government who should monitor the school district fiscal performance. The government policies call for lengthy and complex procedures to be undertaken by district schools in carrying out and financing school projects, this can be eliminated by giving district schools the mandate and free hand in implementing their various educational projects and avoiding bureaucracy. For instance, the government proposal on funding public schools is restricting and limiting the flow of funds to public schools. The system put in place for collecting, analyzing and disseminating information for use by public schools is complicated hence hindering information flow. Public schools face a number of financial problems. For instance, most of the public schools do not have sufficient facilities and the few which are developed are misused or stolen requiring additional funds for replacement and repair. Some of these facilities include buildings, classrooms, and learning resources. The solution to this is to allocate more funds to establish more buildings and facilities and this is left for the state government. (http://guidetogov.org/ca/state/overview/school.html). The California education curriculum (K-12) is contained in the curriculum frameworks which describe current research in a subject area, the current state of a curriculum and instruction; textbooks; testing and teacher training. The curriculum framework also represents consensus among teachers, curriculum specialists, administrators and faculty from colleges and universities on education in each subject area (California Department of education 83). The framework requires the state to have a common state curriculum. Due to economic, geography, physical, political, physical and social diversity in California, there has been a need to develop the educational program at the local level. This is undertaken by competent and experienced educators, professionals and citizens. The subjects involving curriculum include: English language, Spanish language (state bilingual program), arts, history-social science, foreign language, visual and performing arts, science, mathematics, healthy and one is currently being developed in physical education (http://guidetogov.org/ca/state/overview/school.html). Testing programs are carried in different ways whereby examination is given depends on the stage and purpose. For instance, California high school proficiency examination (CHSPE) is administered in two sections with the first focusing on English language, arts and the second section for Mathematics. The students who pass both sections are awarded the certificate of proficiency by the state Board of education. According to (Villa, 29), There is the California stage test (CST), which is given in English. It tests on California content standards. Students in grade two through eleven are tested in English language arts and mathematics. In English language arts test, students in grade four and seven answer multiple answer choice questions and are given a writing task. Students in grade five, eight and ten take a science test and students in grade nine through eleven may take an end of course science examination. The Standard based tests in Spanish is required for Spanish spelling English learners who are receiving primary instruction in grades two through seven in California public schools. The STS assesses students’ achievement of Spanish speaking English learners allows achievement of Spanish English learners to be compared with the achievement of the initial sample of Spanish spelling students. California English language development Test (CELDT) is a test administered within 30 years of enrollment of students who speak a home language other than English and who may be categorized as English learners after taking the assessment. It then takes annually by English learners during Indian period as set by the State Board of Education to measure them progress in five levels of English proficiency. California high school Exit Examination (CAHSEE) was provided by the State Board of education in December 2000 and is currently undertaken by students beginning in the tenth grade. Materials for CAHSEE are supplied to the school offering the program. Annually, students in grade ten are allowed to test once, grade eleven students can test twice and grade twelve students and adults pursuing a higher school diploma can test three times. Students in grade eight and eleven are also tested in history, social sciences and those in grade nine through eleven may take an end of course examination. The students in grade three and seven take the California achievement test (CAT16) tests which assess student's acquisition of several academic knowledge in the key subject that is commonly taught in public schools through the United States (Villa 68). However, those students in grade two through eleven who have significant cognitive disabilities take the California Alternative Performance Assessment (CAPA) tests. However, those students comprise a very small percentage in California public schools. California modified assessment (CMA) program has also been developed for students with disabilities who are having difficulty in the California standards test (CST) despite accommodation and modifications. This measures students’ achievement against California. Content standards in format and manner that is more accessible to students with disabilities. (http://guidetogov.org/ca/state/overview/school.html). The curriculum, however, suffers the deficiency in addressing the immediate needs of the students' inline with the changing global trends. This is especially so due to the long process and consultations that any curriculum changes must undergo before execution. This calls for the elimination of bureaucracy in curriculum development and amendment. The curriculum offered is also too general and needs to be tailored to address the individual needs of learners. Conservatives blame the curriculum for eroded American traditions as this is not provided for in the curriculum, according to this, the curriculum should link the student and their cultural roots. (Villa 27). California public school employs a large number of teachers. There is an independent body called the Commission on Teacher Credentials which issues licenses or credentials for teachers in grade K-12. The commission approves teacher preparation programs and can revoke these credentials when deemed necessary. The state sets teachers’ salary as well as the maximum ratio of administration to teachers. The teachers are permanently employed after two consecutive years of satisfactory service on the third year. Once permanently employed, a teacher can be dismissed only on charges of incompetence, immoral or unprofessional conduct, conviction of feeling or crime involvement but, only after he or she has been before the commission on professional competence. Their dismissal attracts an appeal to the high court. There is also the mentor teacher program which is designed to acknowledge Finally There is also increasing shortage of teachers in public schools, this shortage is due to declining in the number of trainees joining the teacher preparation programs and a large number of retirees from public schools. Some of the teachers in these schools are ill-prepared with little experience hence their poor qualities are reflected in the underperforming schools (George and Lempert 10). However, assigning professional interns to these schools has offered a remedy to this trend. The other remedy is for the government to adopt policies that attract trainees to join teacher preparation programs. New teachers are faced with the problem of declining job opportunities which has forced some to work as long-term substitutes with low pay and no benefits while other teachers seek for greener pastures in other states and reward outstanding school teachers (http://guidetogov.org/ca/state/overview/school.html). The limited funds allocated to this sector also contribute to poor remuneration and career development for teachers. This calls for sourcing of funds to provide in-service training and in-service training for serving teachers to upgrade their skills. There is also need to strengthen certified staff maintaining program (CSMP) provide more functional assistance to experienced teachers to work hand in hand with beginning teachers and/ or interns at selected schools within the local educational agency (LEA). (California Department of education 83). In order to help teachers keep abreast of knowledge for adequate content delivery, there is need to develop and empower various resource centers like California Indian America resource center. This will provide opportunities for research and broaden their field of inquiry. (Roy 29). In conclusion, we can deduce that California State of education is still formulating policies which are geared towards improving the quality of education in public school system. The program includes the class size reduction, program for grades nine and K- 13 that will improve the teacher-pupil ratio. All stakeholders are also allowed to contribute to the learning process. All these are geared to improving learning in public schools. However, the education system is experiencing a number of problems in the curriculum, funding and teaching force. These hinder the provision of quality education. Works Cited California State Government. About Public Education-Guide to State Government (n.d.s2 ). Retrieved on 17th May 2008 from (http://guidetogov.org/ca/state/overview/school.html) George Shin-kye and Robert, J. Lempert. The class of 2014: Preserving Access to California Higher Education. London: RAND Corporation 1998. John Aubrey Douglas and John Douglas. The California idea and American higher education 1850 to the 1960 master plan. London: standard university press, 2007. Shires Michael. The effect of California voucher initiative on public expenditure for education. New York: Rand Corporation, 1993. Roy Walter. Education in California leaders; organization and accomplishment of the past hundred years London: standard university press, 1952. Shires Michael. The future of public undergraduate education in California. London: Standard University Press, 1996. California Department of education – Mathematics Framework for California Public Schools, California: California Department of education, 1996. Villa A Richard et al. Teacher and administration for the perception of heterogeneous. Journals of Exceptional Children, vol. 63, 1996. Read More