Geometry.Net - Basic_C: California Boards Of Education

Www.leginfo.ca.gov/.const/.article_9
california CONSTITUTION ARTICLE 9 education SEC the manner in which, the times atwhich, and the terms for which the members of boards of education shall be
http://www.leginfo.ca.gov/.const/.article_9

Extractions: CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SECTION 1. A general diffusion of knowledge and intelligence being essential to the preservation of the rights and liberties of the people, the Legislature shall encourage by all suitable means the promotion of intellectual, scientific, moral, and agricultural improvement. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 2. A Superintendent of Public Instruction shall be elected by the qualified electors of the State at each gubernatorial election. The Superintendent of Public Instruction shall enter upon the duties of the office on the first Monday after the first day of January next succeeding each gubernatorial election. No Superintendent of Public Instruction may serve more than 2 terms. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 2.1. The State Board of Education, on nomination of the Superintendent of Public Instruction, shall appoint one Deputy Superintendent of Public Instruction and three Associate Superintendents of Public Instruction who shall be exempt from state civil service and whose terms of office shall be four years. This section shall not be construed as prohibiting the appointment, in accordance with law, of additional Associate Superintendents of Public Instruction subject to state civil service. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 3. A Superintendent of Schools for each county may be elected by the qualified electors thereof at each gubernatorial election or may be appointed by the county board of education, and the manner of the selection shall be determined by a majority vote of the electors of the county voting on the question; provided, that two or more counties may, by an election conducted pursuant to Section 3.2 of this article, unite for the purpose of electing or appointing one joint superintendent for the counties so uniting. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 3.1. (a) Notwithstanding any provision of this Constitution to the contrary, the Legislature shall prescribe the qualifications required of county superintendents of schools, and for these purposes shall classify the several counties in the State. (b) Notwithstanding any provision of this Constitution to the contrary, the county board of education or joint county board of education, as the case may be, shall fix the salary of the county superintendent of schools or the joint county superintendent of schools, respectively. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 3.2. Notwithstanding any provision of this Constitution to the contrary, any two or more chartered counties, or nonchartered counties, or any combination thereof, may, by a majority vote of the electors of each such county voting on the proposition at an election called for that purpose in each such county, establish one joint board of education and one joint county superintendent of schools for the counties so uniting. A joint county board of education and a joint county superintendent of schools shall be governed by the general statutes and shall not be governed by the provisions of any county charter. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 3.3. Except as provided in Section 3.2 of this article, it shall be competent to provide in any charter framed for a county under any provision of this Constitution, or by the amendment of any such charter, for the election of the members of the county board of education of such county and for their qualifications and terms of office. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 5. The Legislature shall provide for a system of common schools by which a free school shall be kept up and supported in each district at least six months in every year, after the first year in which a school has been established. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 6. Each person, other than a substitute employee, employed by a school district as a teacher or in any other position requiring certification qualifications shall be paid a salary which shall be at the rate of an annual salary of not less than twenty-four hundred dollars ($2,400) for a person serving full time, as defined by law. The Public School System shall include all kindergarten schools, elementary schools, secondary schools, technical schools, and state colleges, established in accordance with law and, in addition, the school districts and the other agencies authorized to maintain them. No school or college or any other part of the Public School System shall be, directly or indirectly, transferred from the Public School System or placed under the jurisdiction of any authority other than one included within the Public School System. The Legislature shall add to the State School Fund such other means from the revenues of the State as shall provide in said fund for apportionment in each fiscal year, an amount not less than one hundred eighty dollars ($180) per pupil in average daily attendance in the kindergarten schools, elementary schools, secondary schools, and technical schools in the Public School System during the next preceding fiscal year. The entire State School Fund shall be apportioned in each fiscal year in such manner as the Legislature may provide, through the school districts and other agencies maintaining such schools, for the support of, and aid to, kindergarten schools, elementary schools, secondary schools, and technical schools except that there shall be apportioned to each school district in each fiscal year not less than one hundred twenty dollars ($120) per pupil in average daily attendance in the district during the next preceding fiscal year and except that the amount apportioned to each school district in each fiscal year shall be not less than twenty-four hundred dollars ($2,400). Solely with respect to any retirement system provided for in the charter of any county or city and county pursuant to the provisions of which the contributions of, and benefits to, certificated employees of a school district who are members of such system are based upon the proportion of the salaries of such certificated employees contributed by said county or city and county, all amounts apportioned to said county or city and county, or to school districts therein, pursuant to the provisions of this section shall be considered as though derived from county or city and county school taxes for the support of county and city and county government and not money provided by the State within the meaning of this section. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 61/2. Nothing in this constitution contained shall forbid the formation of districts for school purposes situate in more than one county or the issuance of bonds by such districts under such general laws as have been or may hereafter be prescribed by the legislature; and the officers mentioned in such laws shall be authorized to levy and assess such taxes and perform all such other acts as may be prescribed therein for the purpose of paying such bonds and carrying out the other powers conferred upon such districts; provided, that all such bonds shall be issued subject to the limitations prescribed in section eighteen of article eleven hereof. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 7. The Legislature shall provide for the appointment or election of the State Board of Education and a board of education in each county or for the election of a joint county board of education for two or more counties. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 7.5. The State Board of Education shall adopt textbooks for use in grades one through eight throughout the State, to be furnished without cost as provided by statute. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 8. No public money shall ever be appropriated for the support of any sectarian or denominational school, or any school not under the exclusive control of the officers of the public schools; nor shall any sectarian or denominational doctrine be taught, or instruction thereon be permitted, directly or indirectly, in any of the common schools of this State. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 9. (a) The University of California shall constitute a public trust, to be administered by the existing corporation known as "The Regents of the University of California," with full powers of organization and government, subject only to such legislative control as may be necessary to insure the security of its funds and compliance with the terms of the endowments of the university and such competitive bidding procedures as may be made applicable to the university by statute for the letting of construction contracts, sales of real property, and purchasing of materials, goods, and services. Said corporation shall be in form a board composed of seven ex officio members, which shall be: the Governor, the Lieutenant Governor, the Speaker of the Assembly, the Superintendent of Public Instruction, the president and the vice president of the alumni association of the university and the acting president of the university, and 18 appointive members appointed by the Governor and approved by the Senate, a majority of the membership concurring; provided, however that the present appointive members shall hold office until the expiration of their present terms. (b) The terms of the members appointed prior to November 5, 1974, shall be 16 years; the terms of two appointive members to expire as heretofore on March 1st of every even-numbered calendar year, and two members shall be appointed for terms commencing on March 1, 1976, and on March 1 of each year thereafter; provided that no such appointments shall be made for terms to commence on March 1, 1979, or on March 1 of each fourth year thereafter, to the end that no appointment to the regents for a newly commencing term shall be made during the first year of any gubernatorial term of office. The terms of the members appointed for terms commencing on and after March 1, 1976, shall be 12 years. During the period of transition until the time when the appointive membership is comprised exclusively of persons serving for terms of 12 years, the total number of appointive members may exceed the numbers specified in the preceeding paragraph. In case of any vacancy, the term of office of the appointee to fill such vacancy, who shall be appointed by the Governor and approved by the Senate, a majority of the membership concurring, shall be for the balance of the term for which such vacancy exists. (c) The members of the board may, in their discretion, following procedures established by them and after consultation with representatives of faculty and students of the university, including appropriate officers of the academic senate and student governments, appoint to the board either or both of the following persons as members with all rights of participation: a member of the faculty at a campus of the university or of another institution of higher education; a person enrolled as a student at a campus of the university for each regular academic term during his service as a member of the board. Any person so appointed shall serve for not less than one year commencing on July 1. (d) Regents shall be able persons broadly reflective of the economic, cultural, and social diversity of the State, including ethnic minorities and women. However, it is not intended that formulas or specific ratios be applied in the selection of regents. (e) In the selection of the Regents, the Governor shall consult an advisory committee composed as follows: The Speaker of the Assembly and two public members appointed by the Speaker, the President Pro Tempore of the Senate and two public members appointed by the Rules Committee of the Senate, two public members appointed by the Governor, the chairman of the regents of the university, an alumnus of the university chosen by the alumni association of the university, a student of the university chosen by the Council of Student Body Presidents, and a member of the faculty of the university chosen by the academic senate of the university. Public members shall serve for four years, except that one each of the initially appointed members selected by the Speaker of the Assembly, the President Pro Tempore of the Senate, and the Governor shall be appointed to serve for two years; student, alumni, and faculty members shall serve for one year and may not be regents of the university at the time of their service on the advisory committee. (f) The Regents of the University of California shall be vested with the legal title and the management and disposition of the property of the university and of property held for its benefit and shall have the power to take and hold, either by purchase or by donation, or gift, testamentary or otherwise, or in any other manner, without restriction, all real and personal property for the benefit of the university or incidentally to its conduct; provided, however, that sales of university real property shall be subject to such competitive bidding procedures as may be provided by statute. Said corporation shall also have all the powers necessary or convenient for the effective administration of its trust, including the power to sue and to be sued, to use a seal, and to delegate to its committees or to the faculty of the university, or to others, such authority or functions as it may deem wise. The Regents shall receive all funds derived from the sale of lands pursuant to the act of Congress of July 2, 1862, and any subsequent acts amendatory thereof. The university shall be entirely independent of all political or sectarian influence and kept free therefrom in the appointment of its regents and in the administration of its affairs, and no person shall be debarred admission to any department of the university on account of race, religion, ethnic heritage, or sex. (g) Meetings of the Regents of the University of California shall be public, with exceptions and notice requirements as may be provided by statute. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 14. The Legislature shall have power, by general law, to provide for the incorporation and organization of school districts, high school districts, and community college districts, of every kind and class, and may classify such districts. The Legislature may authorize the governing boards of all school districts to initiate and carry on any programs, activities, or to otherwise act in any manner which is not in conflict with the laws and purposes for which school districts are established. CALIFORNIA CONSTITUTION ARTICLE 9 EDUCATION SEC. 16. (a) It shall be competent, in all charters framed under the authority given by Section 5 of Article XI, to provide, in addition to those provisions allowable by this Constitution, and by the laws of the State for the manner in which, the times at which, and the terms for which the members of boards of education shall be elected or appointed, for their qualifications, compensation and removal, and for the number which shall constitute any one of such boards. (b) Notwithstanding Section 3 of Article XI, when the boundaries of a school district or community college district extend beyond the limits of a city whose charter provides for any or all of the foregoing with respect to the members of its board of education, no charter amendment effecting a change in the manner in which, the times at which, or the terms for which the members of the board of education shall be elected or appointed, for their qualifications, compensation, or removal, or for the number which shall constitute such board, shall be adopted unless it is submitted to and approved by a majority of all the qualified electors of the school district or community college district voting on the question. Any such amendment, and any portion of a proposed charter or a revised charter which would establish or change any of the foregoing provisions respecting a board of education, shall be submitted to the electors of the school district or community college district as one or more separate questions. The failure of any such separate question to be approved shall have the result of continuing in effect the applicable existing law with respect to that board of education.
NBCC
please contact the offices of those state boards of education for information onhow california Dean Porter, Executive Director CA Registry of Professional
http://www.nbcc.org/exams/stateboards.htm

Extractions: Please check with individual state licensure boards for specific information about application procedures and any additional requirements. If you have achieved a passing score on an NBCC examination, contact your state board to determine if you are exam-exempt. Some states may accept alternative national certification examinations as satisfying the written exam component of state credentialing requirements. Contact individual states if you have questions regarding equivalent examinations. Information for school counselors: If you are interested in endorsement as a school counselor in the states of Washington and Maryland, please contact the offices of those state boards of education for information on how the NCE is used as a part of the certification process. Click on a state below to go to that board's official contact information.
CSAC Partnerships
california School boards Association Founded in 1931, CSBA represents almost allof the state's 1,050 K12 school districts and county boards of education.
http://www.csac.counties.org/partnerships/cities_counties_schools/

Extractions: Cities, Counties and Schools Working Together The CCS Partnership is a non-profit 501(c)(3) corporation dedicated to improving the conditions of children, families and communities at the local level by promoting and encouraging coordination, integration and increased efficiency of local services and joint facilities use among cities, counties and schools in all California communities. The CCS Partnership was formed to serve as a catalyst for developing comprehensive public policies which build and preserve communities by encouraging successful local collaborative efforts between cities, counties, schools, community-based nonprofits, and business and civic leaders. This not only means identifying model programs and understanding obstacles to cooperation, but encouraging the development of ongoing relationships and trust at both the state and local levels. The Partners The League of California Cities (LCC), the California State Association of Counties (CSAC), and the California School Boards Association (CSBA) make up the Partnership. Together, these three statewide organizations represent the majority of locally-elected officials in California. The League of California Cities: Founded in 1898, the League of California Cities represents all of California's 472 cities. The League strives to protect the local authority and autonomy of city government and help California's cities effectively serve their residents. In addition to advocating on the behalf of cities at the State Capitol, the League provides its members professional development programs and information resources, sponsors educational conferences and conducts research.
CERU Legislation, Arizona State University
28, 2001. california, October 14, 2001. Captive Audience/Stop Commercialism In SchoolsAct of 2001 (SB 435). Requiring county boards of education to develop
http://www.asu.edu/educ/epsl/CERU/CERU_Legislation.htm

Extractions: CERU Legislation Click below for more information on legislation Library of Congress National Legislation California Legislation Maryland Legislation ... Washington Legislation Wisconsin Legislation Some examples of proposed or enacted legislation on the subject of school commercialism. Quick Links National California Maryland Rhode Island ... Wisconsin National September 2002. Parents' Bill of Rights A House version of The Better Nutrition for School Children Act of 2001, which aims at tightening the Agriculture Department's authority in school lunch programs. The bill was referred to the House Committee on Education and the Workforce June 12, 2001, and referred to the Subcommittee on Education Reform Aug. 20, 2001.
ASU News & Information From The Office Of Media Relations And Public Information
school boards in Texas, New Mexico, california and Colorado leadership by local schoolboards and school units within the College of education, says Valverde
http://www.asu.edu/asunews/academics/hbliseminar_012803.htm

Extractions: January 28, 2003 ASUs Hispanic Border Leadership Institute (HBLI) is engaging in creative endeavors designed to educate and encourage school boards to stimulate academic success by Latino students. The institutes seminar, School Boards: Superintendent Leadership, Governance and Teamwork, supported in part by the Ford Foundation, focuses on the importance of the relationship between school boards and superintendents as the most critical factor in determining how well a school system operates. In addition to Arizona, HBLI will present this seminar to K-12 school boards in Texas, New Mexico, California and Colorado in the next few months. Leonard Valverde says this project is aimed at building and maintaining a strong collaborative leadership by local school boards and school superintendents in order to attain high student achievement. HBLI, and in particular this activity of leadership development of Latino local policy makers, is targeted on school improvement across the state and the Southwest, and pursuing it in ways not done or stressed by units within the College of Education, says Valverde, HBLI executive director.
K-12 Education
amendment permitted two or more county boards of education The county board of educationwas given the Establishment of State Government in california (New York
http://www.library.ca.gov/CCRC/reports/html/h_k-12_education.html

Extractions: Dealing with K-12 Education Education has been a vital interest of the state government in California since the state drafted its first constitution. Through the years, as the culture has changed and politics have shifted, ideas about the state's role in education also have evolved. Over time, there has been an increasing belief in the importance of education. As the culture has become more sophisticated, the state has been called upon to provide an ever-widening array of educational opportunities for California's students. Where only an elementary education was once necessary, now Californians see a need for a strong state-provided university education. Another gradual trend, with a few minor setbacks, has been toward increasing local control over education. Where the Legislature once controlled everything from the organization of schools to choosing textbooks, now local districts have much greater authority. The 1849 Constitution provided that the Legislature should "encourage by all suitable means the promotion of intellectual, scientific, moral, and agricultural improvements," and should maintain a system of free common schools to be kept open at least three months out of every year. It also specified various sources of money, such as revenues from lands granted by Congress, that were to be set aside as a permanent school fund. The article on education was similar to that of the Iowa Constitution.
Graduate School Of Education And Psychology: Outcomes
in more than 500 schools and districts across Southern california are Pepperdine includemembers of school districts boards and state boards of education.
http://gsep.pepperdine.edu/outcomes/

Extractions: QUICK LINKS: for Prospective Students for Current Students for Alumni Application Financial Aid Information Meetings Pepperdine University GSEP Home About Outcomes Outcomes Alumni Events Calendar Education Career Development Psychology Career Development ... Student Services OUTCOMES... Join a Network of Thousands of Pepperdine Graduates Who Make a Difference: EDUCATION: Top administrators in more than 500 schools and districts across Southern California are Pepperdine graduates.
DCA Boards/Bureaus - California Department Of Consumer Affairs
DCA boards/Bureaus. Board of Physical Therapy Board of california Physician Assistant Officeof Private Postsecondary and Vocational education, Bureau for
http://www.dca.ca.gov/r_r/r_rdca.htm
CSU | GA | Calif. K-12 Web Links
School boards Association The california School boards Association representsnearly 1,000 school districts and county offices of education statewide.
http://www.calstate.edu/GA/k12sites.shtml

Extractions: California's public education system is administered at the state level by the Department of Education, under the direction of the State Board of Education and the Superintendent of Public Instruction. The functions of the department in administering the state's education programs include policy development and coordination, curriculum and management assistance, and program and plan review. The California Commission on Teacher Credentialing was established in 1970, with the specific charge of ensuring excellence in education by establishing high standards for the preparation and licensing of public school educators . The Commission carries out its program of standards for the preparation and licensing of teachers through five program elements: Certification, Assignment and Waivers; Professional Services; Professional Practices; Agency Administration; and Policy and Programs. K-12 Constituent Groups California Teachers Association
Center For Higher Education Policy Analysis
of education and management at the University of Southern californias Rossier Dr.Hentschke serves on several boards of education businesses, including
http://www.usc.edu/dept/chepa/aboutus_faculty.htm

Extractions: email bensimon@usc.edu Estela Bensimon is a professor of higher education in the division of Educational Policy and Administration and director of the Center for Urban Education . She served as Associate Dean for the Rossier School of Education from 1996-2000. Dr. Bensimon's research interests include academic leadership, organizational change, urban colleges and universities and women and minority faculty in higher education. A sampling of her publications include: with Kelly Ward and Karla Sanders, Working with Junior Faculty: The Role of Department Chairs (Anker Publishers, 2000); with Harold O'Neil, Jr., Michael Diamond and Michael Moore, "The Academic Scorecard" (Dec. 1999); With Marta Soto,"Can we rebuild civic life without a multiracial university?" (1997) with William G. Tierney
Every Child, Every Advantage
Association for Library Service to Children california School Leadership UniversitiesNational Association of State boards of education National Association
http://www.utsystem.edu/EveryChild/Resources-Topic.html
Every Child, Every Advantage
california Center for Teaching Careers california School Leadership and UniversitiesNational Association of State boards of education National Association
http://www.utsystem.edu/EveryChild/Resources-Listing.html
CUE | Internet Resources
org; california Association for YearRound education www.nayre.org; Parent TeacherAssociation www.capta.org; california School boards Association www
http://www.cue.org/links/edinterest.html

Extractions: CUE Internet Resources Education Interest Groups on the Web If you really care about Education, then one of the best ways to get involved is with an interest group. If you have special interests in addition to education, then we suggest you link the energy of these special groups to our common purpose of improving California education. Education: California Associations and Groups American Association of University Women - California Chapter: www.ca-aauw.org Association of California School Administrators: www.acsa.org California Association for Bilingual Education: www.bilingualeducation.org California Association for the Gifted: www.cagifted.org California Association for Year-Round Education: www.nayre.org California Faculty Association: www.calfac.org California Federation of Teachers: www.cft.org
Board Of Education Bios
Currently, he serves as a delegate to the california School boards Association andthe california Counties Board of education, the Joint Legislative Advisory
http://www.sccoe.k12.ca.us/supandboard/boardbios/default.asp

Extractions: Area 2: Los Altos, Cupertino Union, Montebello, Lakeside Joint, Loma Prieta Joint Union, Los Gatos Union, Saratoga Union and corresponding portions of Mountain View-Los Altos Union High, Fremont Union High, and Los Gatos-Saratoga Joint Union High school districts T.N. Ho is the President of Omniteq Systems Corporation in San Jose, CA. Now in his third term, T.N. emphasizes fiscal responsibility, customer satisfaction and technological innovation. T.N. currently serves on the Board's Budget Study Committee. He is an advisor to the Association of Northern California Chinese Schools, and a past member of the Curriculum Studies Advisory Committee for Fremont Union High School District. His background as an educator includes teaching computer science at California Lutheran University and information systems at Moorpark College, Moorpark, CA. T.N. has a bachelor's degree in electrophysics from National Chiao-Tung University in Taiwan, and a master's degree in computer science from Southern Illinois University, Carbondale, IL. T.N. lives in San Jose with his wife, Kathryn. He has two sons.
VCSSO Points Of Interest
Legislature Bill Information Four Southern Regions Business Directory californiaSchool boards Association california Department of education Coalition for
http://www.vcss.k12.ca.us/vcsso/interest.htm
OFF HOURS: Michael McKeown: Biologist, Activist For Rigorous Math Education (GSJ
math standards for multiple state and local boards of education across the country.By far the largest amount of their work has been in california, where their
http://www.brown.edu/Administration/George_Street_Journal/vol25/25GSJ19i.html

Extractions: W ith a post office box and a home computer Michael McKeown co-founded a nationwide citizens group dedicated to promoting tougher standards for math education. At first, Michael (left) and Erica McKeown hoped that a meeting with their children's principal to discuss the algebra curriculum would quell their concerns about their children's math curriculum. The text de-emphasized an analytical approach in favor of a nonanalytical one, they said. But, they were told, the curriculum was based on the "new way" of teaching. About a year later, Michael McKeown met a high school chemistry teacher who also expressed concern about the way mathematics and science were being taught. "It was an epiphany when I realized there were lots of people out there who shared similar concerns," he said. With three other couples, the McKeowns co-founded Mathematically Correct, based on the fear that certain new math programs would leave their children unprepared to do the kinds of work they do. Since it began in 1995, organization members have advised and helped draft local math standards for multiple state and local boards of education across the country. By far the largest amount of their work has been in California, where their efforts have seen changes in the curriculum and standards.
CPE Registration And Sponsor Information
The following State boards of Public Accountancy Alabama, Alaska, Arizona, california,Colorado, Connecticut recognized for continuing education purposes by the
http://www.lacerteeducation.com/main/courses/cpe.htm
Sponsor Info
with the following State boards of Public Service Examiners accepts continuing educationcertificates from california Tax education Council Lacerte educational
http://www.lacerteeducation.com/seminars/sem_sponsor.htm
Senator Bruce McPherson - California State Senate - 15th District
Public education award by the Association of california School Administrators. In1999, he was named Legislator of the Year by the california School boards
http://republican.sen.ca.gov/web/15/pro.asp

Extractions: BIOGRAPHY (en espanol) Senator Bruce McPherson, a long-time supporter of public education and former journalist, was reelected to the 15th Senate District in the California State Senate in November 2000. Prior to serving his first term in the Senate from 1996 to 2000, he served in the Assembly, representing the 27th District from 1993 to 1996. McPherson is Chairman of the Senate Public Safety Committee, Vice-Chairman of the Senate Education Committee, and a member of the Environmental Quality Committee and two Budget Sub-Committees. He is also Chairman of the Sub-Committee on Criminal Procedure. McPherson is a member of the California Coastal Conservancy and serves on four Joint Committees including the Arts, the Master Plan for Education, and Fisheries and Aquaculture. He serves as Chairman of the Senate Select Committee on Anti-Terrorism Policy, and on twelve other Senate Select Committee's including Bay Area Infrastructure, Bay Area Transportation, Baylands Acquisition, California's Correctional System, California's Horseracing Industry, California's Wine Industry, College and University Admissions and Outreach, Economic Development, Government Oversight, Immigration and Economy, School Safety, and Technological Crime and the Consumer. McPherson has been a long-time advocate of public education and has played a leading role in shaping new policy in such areas as class-size reduction, updating core curriculum, establishing graduation standards, providing more money for textbooks and passing $3 billion and $9 billion state school bonds. He and his wife Mary established endowments to create a dropout prevention program and to enhance the athletic programs for students in the Santa Cruz City School District. He also spearheaded the creation of a literacy program in Santa Cruz County when he was president of the Santa Cruz Rotary Club.
U.S. SENATOR BARBARA BOXER | CALIFORNIA
Senator Boxer's Early education Act would provide grants to states to implement ayear of public pre The california School boards Association and over 30
http://boxer.senate.gov/issues/education.html

Extractions: En Español Senator Boxer firmly believes that a quality education is the key to our children's success and our nation's economic future. She is a proud graduate of public schools from kindergarten through college and an outspoken advocate for improving our nation's public school system. Senator Boxer is working to improve our public schools, including helping communities repair crumbling schools, reduce class size, and hire more qualified teachers. She has introduced legislation to increase the number of after- school programs, make preschool available to more children and promote school safety. In an effort to nurture and protect children during the afterschool hours, Senator Boxer led the fight to authorize $1.25 billion in federal funds for afterschool programs. This new law provides an increase of $250 million each year until reaching $2.5 billion in 2007. This funding will enable 4 million American children to participate in afterschool programs. These programs include academic assistance, health and nutrition counseling, technology training and recreational activities. When Senator Boxer entered the Senate in 1992 there was no federal afterschool funding. As a result of her continuing efforts, the first federal funding for afterschool programs was provided through the 21st Century Community Learning Centers in 1995.

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