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The transformation of the at the University of California, Davis, into a full school signals the campus's revitalized commitment to K-12 education and marshals resources to respond to the pressing needs of California's students, educators and schools.

A committee of the аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ Board of Regents voted today in San Francisco to recommend the change in status, and approval is anticipated when the full board considers the proposal tomorrow. The Davis school would bring аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢'s schools of education to five and leave three smaller units in education at аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ campuses.

"This is a natural for us," Chancellor Larry Vanderhoef said. "By our traditions and charter, we are committed to addressing society's needs; the School of Education will work directly on the challenges of K-12 education today and shape the vision of education tomorrow."

The new school would advance аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ Davis' current efforts to help California's public schools respond to rising enrollments, increasing diversity and the demand for greater accountability.

The proposal includes plans to triple the size of the faculty and almost double student numbers by 2007-08, launch new graduate programs, broaden interdisciplinary work with other campus departments, and further collaboration with K-12 schools and teachers.

"The development of the school answers the state's call for an increased commitment from the University of California to research, training and service on behalf of all California's learners," said Dean Harold Levine of education.

"The campus will make good on the promise to produce teachers and administrators for California's schools and community colleges, and the scholars whose research will lead to improvements in learning and teaching," he added.

In 1998, the University of California pledged to double the number of teachers that аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ recommends for credentialing each year. In 1997-98, 1,100 teachers trained at аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ campuses received credentials, and the number is expected to increase to 2,500 this coming academic year.

Enrollment growth planned for the аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ Davis school includes:

• boosting the number of students in three post-baccalaureate credential programs from a total of 100 last year to 190 in 2003-04;
• increasing from almost 100 last year to 120 this fall and 200 in 2003-04;
• increasing the number of enrollments in undergraduate service courses from 1,145 last year to 1,200 this fall and 2,000 in 2003-04;
• tripling enrollment in the Doctor of Philosophy program from 47 last year to 140 in 2007-08;
• raising аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ Davis enrollment in the joint program with California State University-Fresno from 25 last year to 42 by 2003-04;
• and increasing the number of students in the program from six this fall to 15 by the following year.

New this fall will be a program that will enable a student with a bachelor's degree to work toward a teaching credential in nine months and, with an additional two quarters of study, also earn a Master of Arts degree.

Other academic programs being developed include one that would allow practicing teachers to earn a master's degree through evening, weekend and online study; and a joint Doctor of Education with CSU-Sacramento and Sonoma State University.

Plans also call for the faculty to increase from the current 11 tenure-track faculty to 35 full-time equivalent positions by 2007-08.

One of the hallmarks of the school would be the integration of research and practice. Special institutes would combine research and practice to explore broad themes such as education policy, law and government; language and literacy; and technology in mathematics and science. They would involve faculty members, practicing educators, education professionals, аÄÃÅÁùºÏ²ÊÄÚÄ»ÐÅÏ¢ Davis students and others.

And a program that brings practicing teachers to campus to teach courses and supervise student teachers would be expanded from one teacher a year to as many as four.

The school also would lead campus involvement in K-12 education, working shoulder to shoulder with school districts, their schools and teachers. The school would work closely with many school districts in the region, with a focus on the challenges of low-performing schools. Among its services, the school would expand professional development opportunities for teachers.