At a high level, California's teacher education system is aligned with its professional teaching standards, but the broad choices allowed in institutions' program designs result in wide variations in teaching candidates' learning opportunities.

The number of emergency teaching credentials has more than doubled since 2012-13; enduring solutions will need to take into account growing demand, a decline in enrollments in teacher preparation programs, and teacher turnover.

Staffing classrooms has become more challenging across California in recent years, but it is particularly challenging in some subjects and for disadvantaged and rural schools.

California principals in high-needs schools are less experienced, more likely to leave, and report lower salaries than their peers in other schools.

Access to school-based health care and mental health services is important for student success, but fewer than 20% of elementary schools offer physical health services and fewer than 40% provide any kind of mental health services.

English learners are more likely than other California students to be taught by early career teachers whose preparation and induction may not be sufficient.

Many California principals have experienced some high-quality preparation and professional development, but very few have had comprehensive training, although principals trained after 2013 seem better prepared.

Evidence from a variety of programs in California points to both the promises and challenges for local school districts that are responsible for choosing teacher evaluation procedures.