This CenterView addresses the critical issues of equity and teaching quality and asks educators and policymakers to carefully monitor the impact of the budget cuts on California’s longstanding educational goals.

Provides an update on the 2005 CenterView featuring 8th grade Algebra I. Finds that not much has changed in three years with California middle school students still struggling in Algebra I and 32% of middle school math teachers lacking a subject matter credential in math.

Examines the current educational conditions faced by foster youth in California and offers recommendations to improve outcomes for the over 74,000 foster youth in the state\'s care.

California is in the position to take the next step to strengthen its public schools. The creation of a broader, coherent, and consistent teacher development system will ensure every teaching professional has the opportunity to gain the knowledge and skill to be effective in the classroom.

California's budget crisis jeopardizes the progress made in strengthening the teaching workforce. The threat of impending teacher layoffs will weaken the teacher preparation pipeline and affect the state's ability to attract and retain thousands of teachers it can't afford to lose.

Examines the prevalence of out-of-field teaching in California's high schools. Recent data show that 20% of high school physical science teachers have a credential in something other than physical science and that the practice of assigning teachers out-of-field is widespread across all high schools in the state.

Reviews findings from a survey on why teachers leave the profession and what might prompt them to stay or return to the classroom. Based on research conducted by Dr. Ken Futernick of the California State University's Center for Teacher Quality.

Presents the need for sound, reliable teacher workforce information and outlines what the recent passage of SB 1614 (Simitian, 2006) can (and cannot) offer in terms of creating a comprehensive, longitudinal teacher workforce data system in California.

Provides an update on California's progress in meeting the requirement under No Child Left Behind that all teachers are "highly qualified." In 2004-05, 74% of all core academic classes were taught by NCLB-compliant teachers, yet the state’s high-minority schools reported fewer “highly qualified” teachers than the low-minority schools.

Examines the professional development and support that teachers receive to help them work with students with special needs. In our survey, 88% of all teachers reported having special education students in their classes, yet only 30% reported having adequate training to effectively teach those students.

Reviews findings from a survey of more than 5,000 California teachers, which found that teachers participate in few professional development opportunities targeted on working effectively with second language learners, despite their making up 25% of the student population.

Presents a strong case for the creation of a statewide teacher data system by highlighting some of the simple teacher workforce questions that cannot be answered because such a system does not currently exist.

Reviews the low performance of California students in Algebra I alongside data showing that a large number of middle school Algebra I teachers do not have a mathematics credential.

Describes how California's growing population of special education students is held to the same high standards of achievement as their general education peers even though there is a significant shortage of credentialed special education teachers. The problem is particularly troublesome in schools serving high proportions of poor and minority students.

Describes the factors influencing the serious shortage of fully prepared and effective science teachers. Data show that the least prepared among these science teachers are concentrated in low-performing schools, a fact that raises questions about equal access to quality science instruction, particularly for the state’s low-income and minority students.

Based on 2002-03 data, this edition of CenterView takes an early look at California's ability to meet the requirement under the No Child Left Behind legislation that all teachers be "highly qualified" by the end of the 2005-2006 school year.

Documents the increasing expectations for student achievement at the same time that investments in teacher development are diminishing. This collision course raises serious concerns for California's students, especially those in low-performing schools which are most impacted.