For the coming school year, the state faces thousands of teacher and administrator layoffs along with increased class sizes. The UC system and community colleges have experienced a 20 percent decrease in funding over the last three years while student fees have gone up 182 percent since 2002.

“The less affordable education becomes, the less likely low-income students will be able to get a college education,” said Lillian Taiz, president of the California Faculty Association and professor of history at California State University Los Angeles.

Earlier this year, Terry Hartle, senior vice president for the American Council on Education’s government and public affairs division proclaimed higher education as “something that we all ought to be concerned about because we do know that in the 21st century nations that invest in science and technology and education will outperform those that don’t make those investments.”

Approximately 90.6 percent, or 432,900 students, in the Class of 2009 successfully passed both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) by the end of their senior year. The remaining 45,015 students, who did not meet the requirement due to failing one or both parts of the CAHSEE, are eligible to continue to take the test and earn a high school diploma.

O’Connell stated, “It is vitally important that young people know and understand the subject matter tested on the high school exit exam whether they are heading to college or directly into the workforce. The CAHSEE helps us ensure that each student is prepared with the critical basic skills needed for future success.”

An increasing percentage of students are passing the exit exam on their first opportunity in the tenth grade: 79.2 percent of the Class of 2011 has already passed the English-language arts portion, compared to 77.1 percent of tenth graders in the Class of 2008. In mathematics, the passage rate for first-time test taker has increased to 79.8 percent, an increase of 4.3 percent over the Class of 2008.

The achievement gap, however, makes clear that the pubic education system is continuing to fail large numbers of primarily black and Latino students. By the end of their senior year, the cumulative passing rate for African American students was 81.4 percent; Hispanic or Latino students, 86.6 percent; Asian students, 95.3 percent; and white students, 95.9 percent.

For complete results by subgroup, please refer to the tables provided by the California Department of Education.

Despite news that The Los Angeles Unified School District may lay off as many as 2,400 teachers and 2,000 other personnel to deal with a budget shortfall for the upcoming school year, polls show voters unlikely to pass budget-related measures in tomorrow’s election. This means the state’s K-12 schools and community colleges may face up to an $8.6 billion cut over two years. “We think about having a world-class education system,” says O’Connell. “These cuts would bring us a Third World education system.”

According to The Associated Press, education advocates say the budget cuts would further weaken a public school system that lags behind other states by almost all achievement measures. In its annual national survey released in January, Education Week magazine gave the state a C grade overall and a D for its student achievement — 38th overall. California ranked 47th in per-pupil spending, with an average $7,571 per student in California compared with a national average of $9,961.

The California Teachers Association (CTA) supports propositions 1A-1F.

Despite opposition from California’s School Superintendent, Gov. Arnold Schwarzenegger and the State Board of Education endorsed a plan to require Algebra 1 testing for all eighth-graders beginning in 2011. Opposition groups sued, questioning whether the state had enough money or trained staff to comply with the state’s decision.

Judge Shelleyanne Chang issued a preliminary injunction, ruling that the State Board of Education acted outside its jurisdiction and without public input. She added that the plaintiffs would likely win if the lawsuit went to trial. The state Board of Education intends to appeal.

While about half of California’s eighth-graders take algebra, only about a quarter score proficient or above on standardized tests. The rate is even lower for minority and poor students.

According to Claremont Graduate University education professor and former school superintendent Barbara DeHart, “Recent studies have found that ninth-graders are dropping out of school because of pressures related to NCLB. The push for eighth-grade algebra proficiency is a big part of that pressure.”

With just half of California’s eighth-graders taking full algebra at this time, only about 23 percent score as proficient or above on standardized tests. The success rate is even lower for minority and poor students.

While some eighth-graders are ready for the algebra curriculum, thousands lack the solid foundation needed for algebraic problem solving. According to a Brown Center on Education Policy report [pdf], “One hundred twenty thousand students are misplaced in their eighth-grade math classes.” Students who don’t know how to multiply and divide are not learning algebra while, at the same time, well-prepared kids are being held back.

In a RAND study titled Mathematical Proficiency for All Students [pdf] a panel of researchers, mathematicians, and educators explain that,”Without proficiency in algebra, students cannot access a full range of educational and career options, and they have limited chances of success. Failure to learn algebra is widespread, and the consequences of this failure are that far too many students are disenfranchised.” The report recommends further research on how policy decisions can shape student learning and improve equity.

Algebra 1 should be taught to all students, but only once they have the basic skills required for algebraic proficiency. Before mandating that all students take Algebra 1 at a younger age, the Board of Education has a clear responsibility to provide every student with the basic foundation needed to succeed.