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Adopted March 1987 – Revised February 2021 – Health & Community Concerns Commission

A status offender is any person under the age of 18 years who persistently or habitually refuses to obey the reasonable and proper orders or directions of a parent or guardian, is beyond the control of a parent or guardian, or who is under the age of 18 years when violating any city/county ordinance or state statute establishing a curfew based solely on age. Status offenders are governed by section 601 of the California Welfare and Institutions Code.

California State PTA recognizes the need for community-based programs to help address the problems of status offenders. Such programs should include:

• Family involvement in the problem-solving process;
• Family mediation in crisis situations;
• Counseling, training, work experience, education, and family engagement;
• Cooperation and coordination with law enforcement agencies, social service agencies, and educational institutions;
• Out-of-home placement when in the best interest of the youth and/or the family;
• The provision of safe shelters for temporary placement while families and/or appropriate agencies are contacted.

California State PTA strongly supports the use of School Attendance Review Boards and other social agencies in dealing with problems of habitual truancy and persistent or habitual refusal to obey the reasonable and proper orders or directions of school authorities.

California State PTA will support limited secure detention of status offenders only under the following circumstances:

• Custody shall be separate and apart from alleged or adjudicated delinquents and adult inmates;
• Custody shall be for the purpose of
  • Determining whether there are any outstanding warrants;
  • Locating parent(s)/guardian(s) and arranging for return to home or to jurisdiction of residence;
  • Prevention of child endangerment.

California State PTA will support court-ordered secure detention of status offenders only under the following circumstances:

• Custody shall be separate and apart from alleged or adjudicated delinquents and adult inmates;
• Custody shall be determined by the court and for the least amount of time necessary to resolve the crisis;
• Custody shall be for the purpose of enforcing a court order and providing services that would not be available in the absence of limited secure detention.

Adopted March 1986 – Reviewed and deemed relevant May 2016 – Revised February 2021 – Health & Community Concerns Commission

According to the U.S. Department of Homeland Security, every year, millions of men, women, and children are trafficked in countries around the world, including the United States. It is estimated that human trafficking is a $32 billion per year industry, second only to drug trafficking as the most profitable form of transnational crime.

Human trafficking is a hidden crime, as victims rarely come forward to seek help because of language barriers, fear of the traffickers, and/or fear of law enforcement.  Traffickers use force, fraud, or coercion to lure their victims and force them into labor or commercial sexual exploitation. They look for people who are vulnerable for a variety of reasons, including economic hardship, natural disasters, or political instability. The trauma can be so great that many may not identify themselves as victims or ask for help, even in highly public settings.

According to National PTA, at least 200,000 children across the United States are estimated to be victims of domestic trafficking.

As an advocate for children, California State PTA believes PTA has the responsibility to work with schools as well as social and government agencies to support:

• The ongoing operation of a state clearinghouse to serve as a missing children information center that would tie into the National Crime Information Center;
• The maintenance of the California Violent Crime Information Center to assist in the identification and the apprehension of persons responsible for the disappearance and exploitation of children, plus an automated computer system for response to reports of missing children;
• Requiring local law enforcement agencies to make immediate assessment of steps needed to locate minors and, within 24 hours, file report(s) with clearinghouses and other agencies as may be appropriate;
• Establishment of a statewide computer system to provide multi-jurisdictional coordination;
• Programs to assist runaway and homeless youth and their families, including programs to temporarily provide safe shelters while families and/or appropriate agencies are contacted;
• Legislation that would provide stringent punishment for murderers of children and for perpetrators of serious and repeated physical, mental and sexual abuse crimes against children;
• Adequate funding for missing children programs and national missing and exploited children centers/clearinghouses;
• Legislation to require that the school records of missing children who had been attending school are appropriately marked in case another school requests that child’s cumulative folder;
• Establishment of uniform school district policies statewide that would require appropriate school personnel to immediately contact law enforcement when they believe a child to be missing and report any suspected missing child in attendance at school to law enforcement as is required in cases of suspected child abuse;
• Encouraging elementary schools to offer age-appropriate child abduction prevention curriculum to children and to their parents;
• The display of posters or pictures of currently missing children in an area accessible to school personnel only within each school;
• Ensuring the reintegration of long-term missing children who have been located back into the school system; and
• Legislation to secure the safety of the school facility.

Signs of human trafficking can be recognized by the following red flags:

Common Work and Living Conditions:

• Is not free to leave or come and go as he/she wishes
• Is in the commercial sex industry and has a pimp / manager
• Is unpaid, paid very little, or paid only through tips
• Works excessively long and/or unusual hours
• Is not allowed breaks or suffers under unusual restrictions at work
• Owes a large debt and is unable to pay it off
• Was recruited through false promises concerning the nature and conditions of his/her work
• Faces high security measures at work and/or living locations (e.g. opaque windows, boarded up windows, bars on windows, barbed wire, security cameras, etc.)

Poor Mental Health or Abnormal Behavior:

• Is fearful, anxious, depressed, submissive, tense, or nervous/paranoid
• Exhibits unusually fearful or anxious behavior after bringing up law enforcement
• Avoids eye contact

Poor Physical Health:

• Lacks medical care and/or is denied medical services by employer
• Appears malnourished or shows signs of repeated exposure to harmful chemicals
• Shows signs of physical and/or sexual abuse, physical restraint, confinement, or torture

Lack of Control:

• Has few or no personal possessions
• Is not in control of his/her own money, no financial records, or bank account
• Is not in control of his/her own identification documents (ID or passport)
• Is not allowed or able to speak for themselves (a third party may insist on being present and/or translating)

California State PTA urges immediate reporting of potential child trafficking situations:

• If a child is in urgent need of assistance, contact law enforcement or child protective services to report abuse, neglect, or exploitation of a child.
• The Childhelp® National Child Abuse Hotline professional crisis counselors can connect a caller with a local number to report abuse. Contact Childhelp at 1.800.4.A.CHILD. (1.800.422.4453).
• The National Center for Missing & Exploited Children® (NCMEC) aims to prevent child abduction and sexual exploitation; help find missing children; and assist victims of child abduction and sexual exploitation, their families, and the professionals who serve them. Contact NCMEC at 1.800.THE.LOST (1.800.843.5678) or report incidents at http://www.missingkids.org/gethelpnow/cybertipline
• The National Human Trafficking Resource Center (NHTRC) operates a hotline 24 hours a day, every day. The NHTRC will help callers identify and coordinate with local organizations that protect and serve victims of trafficking. Contact the NHTRC at 1.888.373.7888.

Providing ways for parents to better support the growth, development and learning of their children and teenagers is the core purpose and value of PTA.

Setting up a Family Engagement Committee for your PTA ensures inclusion and gives parents ready access to the information, skills and training they need to support student success.

To build family engagement on campus, a good first step is to develop a year-long Action Plan. That way, you can organize, implement and assess your outreach efforts, programs and activities for family engagement more effectively.

5 Steps for an Action Plan:

• Survey parents, staff and students to identify the needs and priorities of the school community
• Create a family engagement team with parents, teachers, students, administrators and community partners to work together to support student success
• Design a family engagement Action Plan to reach and engage all families in the school community
• Present the programs budget for the Action Plan to the PTA board and association for approval
• Evaluate the effectiveness of the Action Plan, using a year-end survey or an evaluation sheet filled out at each event/activity

As part of your Action Plan, offer Parent Education Nights on a variety of subjects including:

To Boost Parenting Skills – Focus on topics such as child development, health and wellness, multiculturalism and diversity, bullying and gangs, substance abuse, the arts, family life/sex education, social media, cyber safety and the other tough issues facing parents raising children and teenagers today.

To Boost Student Achievement – Focus on topics such as school policies, homework help, curriculum, reading, writing, math, STEAM, standardized testing, school safety, campus climate, student engagement and school improvement.

To expand your outreach efforts, follow up by using your PTA newsletter, website and social media postings to provide more information and resources on these topics.

Revised October 2008 – Community Concerns

There is a serious gang problem in California involving students from all cultures, communities, and backgrounds.

• Gangs are not just a law enforcement problem in urban settings but a quality of life problem and a challenge to the well-being, health, safety, social justice and educational outcomes for children and youth throughout California.
• Gangs are not a recent phenomenon; there is a multi-generational pattern of gang membership and affiliation as well as “newcomer” membership. There also is an interstate/international aspect to many gangs, and the situation is at or near crisis level in many areas of the state.
• Gangs adversely affect the well-being, health, safety, social justice, and educational outcomes for children and youth throughout California communities.

Children and youth who join gangs often become involved in drugs and other criminal activities. Law enforcement, school districts, PTA at all levels, other community agencies, and the general public must work together to inform and educate themselves and develop gang and drug awareness, prevention, and intervention programs. Such vital programs are needed to inform young people how to protect themselves from gang and drug involvement.

Purpose of Plan

Explore alternate solutions to identified problem(s).

Open informal communication among various community groups.

Share information and resources and avoid duplication of efforts.

Ensure that program improvement and changes are relevant to the community.

Steps to Follow

Consider the probable community response.

• Is the political climate receptive to improvements in this area?
• Have there been previous efforts?
• What is the general community’s attitude toward this problem?

Identify influential leaders to be involved. Make sure the group is balanced and no special interests dominate. Ensure that participant’s time and talents are utilized effectively. Consider representatives from the following groups:

• Parents of preschool and school-aged children;
• Students, teachers and school administrators;
• School board members;
• Media representatives;
• Professionals in the field, such as health, welfare, social services;
• Key people from public and private agencies serving children and families;
• Business and civic leaders;
• City, county and/or state officials;
• Representatives from the religious community; and
• Community volunteers and other interested persons.

Set specifics of initial meeting:

• Date, time, place;
• Identify chairman and secretary;
• Establish meeting format and agenda; and
• Assign hospitality responsibilities including coffee/tea/sodas, name tags, and sign-in sheet.

Prepare and send letters of invitation to potential participants. Include the following in letters:

• Meeting purpose;
• Invitation to participate;
• Date, time, place and directions;
• Due date and contact person for response;
• Preliminary agenda; and
• List of invited participants.

At the meeting:

• Review identified problems/leadership needs/goals;
• Determine whether any existing school and/or community programs deal with the problem;
• Analyze existing beliefs, attitudes, circumstances, etc., in the community regarding the problem;
• Determine what changes could cause things to be different (e.g., beliefs, attitudes, circumstances, laws, time, money);
• Develop a tentative action plan;
• Brainstorm ideas;
• Prioritize action (may include immediate and future action);
• Examine obstacles to plan implementation;
• Decide whether ideas presented are feasible;
• Identify available group resources (e.g., people, enthusiasm, dollars);
• Identify obstacles that will prevent effective action;
• Remove obstacles and/or develop alternatives for each part of the plan;
• Determine if additional information is needed;
• If necessary, schedule another meeting in order to obtain additional information;
• If any obstacle cannot be removed, select an alternative action; and
• Assess alternatives for potential obstacles.

Develop a final action plan (Final Action Plan):

• List all steps needed to carry out the plan;
• Identify the person responsible for each step;
• Establish the time frame for each step;
• Identify budget needs including amount and sources;
• Obtain necessary approvals;
• Obtain letters of support from appropriate community individuals, organizations and agencies if outside funding is required;
• Identify evaluation method for each step;
• Set date for project completion and final evaluation; and
• Determine whether the agreed-upon goals and objectives are met.

Take the action plan to the PTA board and general membership for final approval.

Implement the Action Plan

Through the evaluation process, show to what extent the group can be a viable community force.

Purpose

• To ensure the action plan is being implemented.
• To make modifications to the plan, if evaluation data indicates changes are needed.

Steps to Follow

Monitor progress of the action plan through regular reports.

Modify the action plan as necessary. Be flexible.

At a meeting of the group, review:

• Action taken;
• Time and funds spent;
• Difficulties encountered;
• Successful experiences; and
• Unmet objectives.

These procedures have been developed to assist unit PTA officers and chairmen in carrying out their responsibilities (Committee Development and Guidelines). The president, as an effective leader, will see that officers, chairmen and other volunteers receive copies of their respective job descriptions from this Toolkit as soon as possible (Job Descriptions).

Based on goals established for the year, the president and the executive board determine which programs and projects should be implemented and which might be undertaken, remembering that all projects must be approved by  the membership.

While every PTA operates within the Purposes and basic policies of the PTA, each individual unit will become involved in programs and projects according to its interests, its needs, and its volunteers. No PTA can be expected to do everything.

Adopted April 2023

Policies are presented to convention delegates for adoption in odd-numbered years.
Procedures are adopted by California State PTA Board of Managers.
Policies are italicized; procedures are not italicized.

A legislative measure includes:

• Bills (state and federal)
• Legislative ballot measures (constitutional amendments, bond measures and proposed changes in law placed on the ballot by the legislature)
• Statewide initiatives — proposed or qualified (citizens directly propose state laws, bond measures, and amendments to the California Constitution)
• Statewide referenda — proposed or qualified (citizens approve or reject state laws enacted by the Legislature)

Policy 1

California State PTA is responsible for analyzing and taking action on state and federal legislative measures.

Until the California State PTA  has taken a position on a  legislative measure or specifically declines to take a position, support or opposition should not be expressed in the name of PTA.

A legislation action committee is authorized to act on behalf of the State Board of Managers when taking positions on legislative bills. Such action must conform to established PTA positions and must be reported immediately to the California State PTA Board of Managers.  The Legislative Action Committee consists of the director of legislation, president, legislative advocates, president-elect, executive director, vice presidents and representatives from the subject matter commissions (education, health & community concerns, and family engagement), two district presidents (elected by the district presidents) and others as may be appointed by the president.

The Legislation Action Committee must complete a study based on PTA authorities before proposing a position on an initiative or a referendum to the Board of Managers.

In order to take a position on a legislative bill that places a measure on the ballot, a study must be prepared. The Legislation Action Committee’s action serves to recommend a position on the bill and the subsequent ballot measure. The recommendation must be adopted by the Board of Directors and the Board of Managers. The Board of Directors and Board of Managers shall hold a meeting within fifteen days of receipt of the recommendation from the Legislation Action Committee.  If bill amendments substantively change the content of the measure, the recommendation can be reconsidered utilizing the same process.

When there will be no meeting of the State Board of Managers between the date an initiative or referendum qualifies for the ballot and the date of the election, the Legislation Action Committee may recommend a position on the measure.  The recommendation must be brought to the Board of Directors and the Board of Managers.  The Board of Directors and Board of Managers shall hold a meeting within fifteen days of receipt of the recommendation from the Legislation Action Committee.

In order to maintain a strong united position, contacts to legislators in the name of PTA shall be made by PTA members authorized by the State Board of Managers, unit, council or district PTAs.

Policy 2

Legislative measures selected for action by California State PTA must be of statewide significance. These measures must also fit within the Purposes of the PTA, the legislation platform adopted by the convention delegates, and other relevant PTA authorities.

PTA action on legislative measures is based on some or all of the following authorities:

• Legislation Platform;
• California State PTA resolutions;
• Position statements adopted by the Board of Managers;
• National PTA positions and resolutions;
• Previous PTA action on the same issue; and
• Information from authoritative and professional sources

Policy 3

Any position on legislative measures adopted by California State PTA remains in effect, unless, after subsequent review, new action is deemed warranted, and is adopted according to California State PTA procedures.

When action on state or federal legislation is required between meetings of the legislation action committee, or when a bill has been amended to the extent that an existing position needs to be changed, such action may be taken by an interim committee. This committee consists of the president, president-elect, director of legislation, appropriate subject matter vice president and the advocate who will manage the bill.

When these situations occur, the advocate managing the bill shall contact the subject matter commission vice president. If the vice president concurs that an immediate decision is warranted, and the director of legislation agrees, an interim committee meeting shall be called.

Any such action(s) must be ratified at the next regular meeting of the Legislation Action Committee.

Policy 4

All positions on legislative measures taken by California State PTA shall be posted on the association’s website and shared with membership in a timely manner.

When positions are adopted on state legislative bills by the legislation action committee:

• The positions shall be made available via an electronic information alert to all subscribers, including the district PTA presidents and other members of the Board of Managers.
• Positions on legislative bills shall be maintained and displayed on the California State PTA website.

When positions are adopted on state ballot measures:

• The study committee report shall be posted on the website and distributed to unit, council and district PTAs for distribution to their members.

Policy 5

A unit, council, or district PTA with an interest in a proposed or qualified statewide ballot measure, which pertains to the welfare of children and youth, must determine whether California State PTA is studying or has taken action, before considering any action locally. Action may be taken locally by following PTA’s standard procedure for making a study.

The issue or ballot measure must fit within the Purposes of PTA and the California State PTA legislation platform, adhere to PTA policies, and affect the well-being of children and youth.

Before a unit, council or district PTA takes a position on a statewide ballot measure, a study committee shall prepare a report including information from all sides of the issue. Authorities to take a position  described in Policy 2) must be documented in the study.

The unit, council or district PTA executive board must approve the study and then submit the report to the association for action.  The results must be recorded in the minutes. Adopted positions on must be communicated to California State PTA.

When no action is planned and information only is being presented to membership, both sides of the issue must be provided.

Policy 6

Any California State PTA action on legislative measures represents the official position of the organization and shall not be interpreted as representing the personal opinion or conviction of every individual PTA member.

Policy 7

Unit, council and district PTAs are encouraged to promote adopted California State PTA positions on legislative measures and may be requested to actively support them. This does not require a local vote affirming the state position. While unit, council, and district PTAs are not required to work actively for any position, they should not officially oppose a stand taken by California State PTA. Disagreement with a position on legislative measures should be communicated to California State PTA through regular channels, with a report of the extent of – and reasons for – the disagreement, including supporting PTA authorities.

Unit, council, district PTAs, or executive boards need not vote to affirm a California State PTA position in order to support the position.

When reporting a position of California State PTA, a unit, council or district PTA may also inform the membership of opposing views.

If a unit, council or district PTA desires to express disapproval of an adopted California State PTA Board position on legislation to the California State PTA Board of Managers, a study of both sides of the issue should be made by the disagreeing group, and results of the study (with supporting material) should be forwarded to the California State PTA Board of Managers.

If not speaking in their official capacity, a current or former PTA officer/board member must not use a PTA title, the name of the PTA or the trademark of PTA to take action in opposition to an official California State PTA position.

Policy 8

Any unit, council, or district PTA may request that California State PTA consider taking action on a legislative measure.

A request should be accompanied by background information and the reasons for the recommendation, including relevant PTA authorities.

A copy of the request should be forwarded to the PTA District.

Policy 9

Any unit, council, or district PTA may wish to take action on a state legislative measure that affects only its local or regional area. The unit, council, or district PTA affected must inform California State PTA before making a study and taking a position.

The measure must have serious implications for children and youth within that local or regional area.

The measure must fit within the Purposes of PTA and be supported by PTA authority.

The local PTA must complete a study and take a vote at its association meeting in order to take a position on any measure.

Meeting notice must be given according with the bylaws. A copy of the study must be provided with the notification.  After a position has been taken, the local PTA shall report that action to the California State PTA Director of Legislation.

Any advocacy of the local PTA’s position is the responsibility of the local PTA and must be preceded or accompanied by a statement making it clear that the local PTA spokesman represents a PTA area, and is not speaking for California State PTA.

The local PTAs concerned must communicate their positions on legislation, their actions, and the results to their membership in a timely manner.

Policy 10

Unit, council and district PTAs may take action on local issues originating in school districts, cities, regions, or counties, if such action fits within the Purposes of PTA, the legislation platform, is supported by PTA authorities, and affects the well-being of children and youth.

The local PTA must complete a study and take a vote at its association meeting in order to take a position on any measure.

A unit should consult the council, a council should consult the district PTA for advice and coordination of efforts and the district PTA president should be informed of any projected study by a unit or council.

Meeting notice must be given according to the bylaws. If this is a legislative measure, a copy of the study must be provided with the notification.  A vote of the association must be taken in order for the position to be adopted.

Policy 11

Informational (non-advocacy) material on PTA positions related to legislative issues, including local or statewide ballot measures, may be sent home with students, in compliance with local school district policies and procedures*

*State law requires school districts to adopt policies regarding sending material home with students.

Before sending any materials home with students or using any school district resources, PTAs must check with their school district to ensure compliance with school district policies and procedures.  Advocacy materials must never be distributed using school district resources such as websites, listservs, copy machines, email servers, and social media accounts.

Advocacy materials provide biased information about the issues and often tell the voter how to vote on a specific issue. This information must never be sent home with students, and PTAs must find alternative methods of distribution.

Only informational materials on legislative issues may be distributed via the students. Informational materials must provide “a fair and impartial presentation of relevant facts to aid the electorate in reaching an informed judgment regarding the bond issue or ballot measure.” (See California Education Code, Section 7054 (b)(2).) Note that a statement of California State PTA’s position on an issue is, in itself, informational.

If there is a question regarding whether legislative material constitutes advocacy or is informational, consult the district PTA president or the appropriate school district personnel.

The school district designated administrator must authorize in writing the distribution of all legislative material considered to be informational before it can be sent home with students or electronically posted on a school website.

It is a best practice for a PTA unit to maintain a file of all legislative materials distributed via students. The file should include a copy of every piece of legislation material with the appropriate written authorization for distribution.

Promote legislative advocacy among fellow PTA members by encouraging them to build relationships with state and federal representatives. Begin by identifying the State Senator, Assembly member and Member of Congress who represent your area. Find out more about legislators and their particular areas of interest by visiting their websites; individual websites can be accessed at www.senate.ca.gov or www.assembly.ca.gov, www.house.gov or www.senate.gov.

For local issues, identify the appropriate school board members, city council members, county supervisors and/or county school board representatives that you will need to reach. Contact information may be found in your local telephone directory or on the websites for each local government body.

Download the Resolutions Index (pdf)

Resolutions Process

Where We Stand: Resolutions

Each year delegates to the California State PTA Convention take action on resolutions that have been submitted by unit, council, district PTAs or the California State PTA Board of Managers. Resolutions adopted by convention delegates serve as a basis for action in unit, council, district PTA and California State PTA.

Resolutions adopted since 1961 are available from the California State PTA office or through www.capta.org. The starred (*) titles represent resolutions adopted by the California State PTA Board of Managers. (These were not voted upon by Convention delegates.)

Achievement: Eliminating the Gap (2009)
Adequate and Equitable State School Finance System (1987)
Aid to Victims and Survivors of Sexual Violence and Their Families (2023)
Air Pollution (1973)
Alcohol and Tobacco Use in Youth: Education, Prevention and Intervention (2002)
Alcohol Beverage Advertising that Targets Youth (1992)
Alcohol-Related Driver Education (1982)
Antibiotic Resistance Awareness (2001)
Arts Education (1998)
Attention Deficit Disorder in Children (1998)
Automated External Defibrillator (AED) Awareness in Schools (2011)

Background Checks of Ice Cream Truck Vendors (1986)
Ballot Propositions (initiatives) (1999)
Ban on Drug Paraphernalia (1981)
Ban on Military Assault-Type Weapons (1989)
Ban on the Manufacture and Sale of Saturday Night Specials/Junk Guns (1997)
Bicycle Safety Education and Training (1973)
Bicycle Safety Helmets (1991)
Breakfast in Every School (2003)
Breast Cancer Early Detection Awareness and Education (1988)
Bungalow Classroom Safety (1971)

California K-12 Public School Funding Crisis (1998)
Child Trafficking in California (2010)
Citizenship Education (1989)*
Class Size Reduction (1996)
Climate Change is a Children’s Issue (2015)
Closed Captioned TV (1978)
Comprehensive Waste Reduction in Schools (2007)
Computer Technology in Education (1983)
Computer Workstation Health (2010)
Control of Look-Alike Stimulants and Depressant Drugs (1982)
Creating Lifelong Readers (1998)
Credential Requirement: Parent/Family Involvement Component (1993)
Credentialed School Nurses (2005)

Desegregation and Neighborhood Schools (1979)
Developmentally-Appropriate Physical Education (1999)
Disaster Preparedness (1986)
Drug Advertising (1970)
Duplicate Emergency Forms at Athletic Events (1974)
Dyslexia: Addressing the Educational Implications in Public Schools (2016)

E-Cigarettes/Vaping, Flavored Tobacco Products and Youth Health (2020)
Early Childhood Development and Education (2000)
Early Care and Education for All of California’s Children (2019)
Education: A 21st Century Vision (2005)
Education on Hazards of Involuntary Smoking (1987)
Education on Health Hazards in the Use of Anabolic Steroids (1989)
Educational Technology Funding (1995)
Educational Testing and Test Scores (1971)
Electro-Magnetic Fields (1994)
Emergency School Bus Evacuation (1973)
Equal Access to School Improvement Program Funds (1983)
Equitable Literacy for All Students (2023)

Family Preservation: An Alternative to Out-of-Home Placement (1990)
Financial Literacy for Youth (1999)
Financing California’s Public Schools (2007)
Firearm Safety and Awareness (1995)
Firearm Safety Devices (1999)
Fireworks: Hazards to Youth (1990)
First Aid and/or Cardiopulmonary Resuscitation (C.P.R.) (1987)
Food Allergy and Anaphylaxis in Schools (2004)
Football Safety (1975)
Foster Families (1999)
Funding Sources for Adult Crossing Guards (1981)

Grade Retention (1991)

Hazardous Waste Management (1980)
Healthy Lifestyles for All Children (2004)
HIV/STD Prevention Education in Our Schools (2008)
Homeless Families with Children (1989)
Homework: Quality Over Quantity (2014)
Hot Weather Standards in the School Setting (1992)

Immunization Awareness and Educational Programs (1975)
Improving and Stabilizing Education Funding (2018)
Improving K-12 Mathematics Education (1998)
Inclusive Education for Students with Cognitive Disabilities  (2023)
Inclusive Schools Build Stronger Communities (2013)
Increase Funding for Chronic Diseases & Injury Prevention (2020)
Increased School Nurse-to-Student Ratios (1997)
Increasing Counselor-to-Student Ratio in Schools (2000)
Individuals with Disabilities Education Act (IDEA) Underfunding (2007)
Indoor Air Quality (IAQ) in Schools (2007)
Internet Access for California Classrooms (2000)

Juvenile Justice Reform – A Priority (1983)

Learning Disabilities and Learning Disabilities in Gifted Children (2000)
LGBTQ+ Inclusiveness in Health Education California (2015)
Licensing and Registration of Handguns (2000)
Limiting Concurrent Sales of Gasoline and Alcohol and the Proliferation of Outlets (1985)
Literacy Education (1989)
Local School Parcel Tax Measure Threshold Reduction (2008)
Longitudinal Integrated Statewide Data System (2008)
Lowering the 2/3 Vote Requirement on School and Library Bonds (1999)
Lowering the Vote Requirement in the California State Budget Process (2009)

Measles (Rubeola) Vaccinations (1990)
Mental Health Services for Our Children and Youth (2020)
Mental Illness: Treatment and Support (1999)
Minimum Instruction Time (1983)
Mitigating Earthquake Hazards in Public Schools (1989)

Net Zero Emission Schools (2020)
Nonsuspension of Proposition 98 (1991)
Nutrition Education (1991)

Online Safeguards for Internet Use by Children and Youth (1997)
Opposition to Televised Commercials in California Classrooms (1990)*
Organ and Tissue Donor Awareness (1999)

Paintball Gun Control (1993)
Parent/Community Action for Effective Schools (1993)
Pedestrian Safety Education (1990)
Pesticides (1972)
Plant Based Food Options at School Meals (2022)
Playground Equipment Safety Standards (1996)
Playground Surface Safety (2002)
Post Proposition 13 Funding of Public Education (1979)
Primary Prevention of Substance Abuse (1979)
Prohibiting the Promotion of Tobacco Products (1987)
Property Tax Limitation (1978)
Protection of Children from the Harmful Effects of Aircraft Emissions (1998)
Public School Governance Authority (2007)

Qualifications for Candidacy in California Elections (2013)
Quality of Life Portrayed on Television (1979)

Regulation of Liquor Licenses Near Schools (1997)
Regulation of the Display and Sale to Minors of Drug-Use Information and Paraphernalia Including Cigarette Papers (1979)

Safe Routes to School for All Children (2008)
Safety Helmets for Scooter, Skateboard and Skate Users Under the Age of 18 (2001)
Safety Problems Related to Freeway Construction Near Schools (1970)
Sale of Tobacco Products to Minors (1988)
Save Our Kids (1983)
School Absenteeism/Dropouts (1986)
School Buildings and Railroad Safety Requirements (1990)
School Bus Safety (1993)
School Construction Funding (1986)
School Desegregation Through Housing Integration Incentives (1982)
School Facilities and Public Planning (1991)
School Facilities Crisis (1990)
School Funding (1981)
School Library Media Center Funding Crisis (1988)
School Nutrition Programs: Improvement and Expansion (1991)
School Support Program (1976)
School Traffic and Pedestrian Safety Improvement (2001)
School Transportation (1981)
School Transportation: Equitable Funding (2004)
School-to-Career for All Students (2001)
Science, Technology, Engineering and Mathematics (STEM) Education (2011)
Scoliosis Screening (1980)
Seat Belt and Child Restraint Usage (1983)
Self-Esteem and Personal and Social Responsibility Awareness (1991)
Smoking and Health (1964)
Social Host Accountability and Underage Drinking (2009)
State Government Responsibility for a Rational Budget Process (1992)*
State Tax Reform (1991)
Strategies to Reduce School, Family and Community Violence (1995)
Student Assessment, Achievement and Accountability (2000)
Student Substance Abuse: Alternatives to Zero Tolerance (2003)
Substance Use and Abuse During Pregnancy (1987)
Suicide Prevention Education and Awareness (1983)
Summer Learning Loss (2013)
Summer School (1980)
Sun Safety: Skin Cancer Prevention Measures at School (2005)
Support and Funding for Voluntary Integration Programs (1980)
Support for the Civic Mission of Schools (2006)
Support for Quality Child Care (1986)
Support of Public Education, PTA Priority (1980)
Synthetic and Tobacco-Free Nicotine Products (2023)
Synthetic Marijuana – Education and Awareness (2015)

Teacher Preparation for Elementary Education (1973)
Teacher Quality: Recruitment, Retention and Resources (2001)
Teaching Hard History: American Slavery in K-12 Education (2021)
Teen Driving Safety (2009)
Television Literacy and Program Accountability (1993)
Television/Screen Time Awareness (2006)
Temperature Control Standards in the School Setting (2019)
Threatening Phone Calls to Schools (1990)
Tobacco Advertising That Targets Minors (1993)
Torture Toys (1972)
Toxins (Persistent and Bioaccumulative) and Their Effects on Children (2002)
Treatment Centers for the Sexually Abused (1978)
Trees for Life (1989)
Tuition Tax Credits (1982)*

Use of Children as Subjects in Pornographic Materials (1977)

Violence and Vandalism (1980)
Violence in the Home (1977)
Violence Prevention in Schools (1999)
Voluntary Fingerprinting (1983)

Weapons on Campus (1973)

Youth Involvement (2004)

Where We Stand: Position Statements

Accountability Systems: Statewide, Federal, and Local
Arts in Education
Assessment and Testing (Statewide)
Assistance to Families in Need

Basic Education
Before- and After-School Options for Children and Youth
Behavioral Health and Social Emotional Development
Building a Positive School Climate Through Restorative Justice Practices

Character Education
Charter Schools
Child Abuse
Child Care
Child Victims/Witnesses Rights
Chronic Illness Care in California Schools
Commercialism in Schools
Comprehensive Community Schools with Integrated Services (Community Schools)
COVID-19
Credentialed School Personnel

Dangers of Energy/Caffeinated Drinks
Distance Learning

Education of English Language Learners
Education: Higher Education
Education: Opposing Vouchers, Tuition Tax Credits and Deductions as Systems of Education Aid
Education: Parental Choice In Public Schools
Education: Support of Public Education
Education: The Early Years, Ages 3 to 6
Education: The Elementary Years, Ages 6 to 10
Education: The Middle Years, Ages 10 to 14
Education: The High School Years Ages 14 to 18
Energy Conservation
Environmental Health and Environmental Education
Equity for All Children and Youth
Evaluation of Teachers

Fair Housing
Family Engagement in Credentialing Programs
Family Planning
Family Responsibility and Accountability
Family Services
Firearms and Assault Weapons
Freedom to Learn
Funding of Mandated Programs: Effect on Public Education

Gang Awareness
Grief-Sensitive Schools: Building Healthy Coping Skills

Health Care Access for Children, Youth, Pregnant Women, and Their Families
Health Education
Homeless Children and Families

Inclusive Education: Universal Design for Learning
Inclusiveness and Diversity
Instructional Materials
Interpersonal Relations

Juvenile Offenders in the Justice System

Lead Poisoning
Life Skills
Lottery Revenue and Public School Funding

Marijuana Providers Near Schools
Mass Media and the Family
Media Literacy for Students and Families
Minor Consent for Health Care
Missing and Exploited Children

Nutrition and Physical Activity Education

Parent Involvement: Building Bridges and Eliminating Barriers
Parenting Education and Skills Development
Positive Youth Development
Prevention and Intervention Programs
Prevention of Teen Pregnancy
Public Involvement in School Governance
Public School Employer-Employee Negotiations

Racism is a Public Health Crisis
Reduced Class Size in Grades TK-3
Rights and Services for Undocumented Children and Children of Undocumented Immigrants
Rights of Foster Children and Foster Families

Safe Drinking Water in Schools
Safe School Environments
School and Public/Community Library Services
School Attendance
School Based Decision Making
School-Based/Linked Health Centers
School Bus Safety
School Closure
School Desegregation/Integration
School-To-Career Technical Education
Social Emotional Learning: Essential to a Well-rounded Education
Special Education
State Tax Reform
Status Offenders
Student Participation in Public Demonstrations
Student Records
Sugary-Sweetened Beverages

Teen Dating Violence Prevention
Television Programming
Toy Look-Alike Guns

Vaccinations
Voting

Year-Round Education
Youth Involvement
Zero to Three Years: A critical Period in Child’s Development