{"id":91,"date":"2026-01-19T20:49:29","date_gmt":"2026-01-19T20:49:29","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/?post_type=chapter&#038;p=91"},"modified":"2026-06-02T23:03:27","modified_gmt":"2026-06-02T23:03:27","slug":"understanding-the-california-education-system","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/chapter\/understanding-the-california-education-system\/","title":{"raw":"Understanding the California Education System","rendered":"Understanding the California Education System"},"content":{"raw":"<h2>How are Schools Funded?<\/h2>\r\nIn California, public school funding is fundamentally tied to Average Daily Attendance (ADA) under the Local Control Funding Formula (LCFF). ADA represents the average number of students present in class each day, and school districts receive state aid based on that figure. This model replaces the prior system, where revenue limits were multiplied by ADA along with many categorical programs, now largely consolidated into the LCFF framework\r\n\r\nLCFF funding comprises base grants plus supplemental and concentration grants, the latter two based on the proportion of high-need students (such as English learners, low-income individuals, or foster youth). While all local educational agencies (LEAs) follow the same funding formula, ADA is their core unit of measure for state funding allocations\r\n\r\nDistricts benefit from a hold-harmless provision: they receive the greater of current\u2011year ADA, the prior year\u2019s ADA, or, since 2022\u201323, the highest average of the preceding three years. This policy was adopted to buffer volatility in attendance, such as during pandemic-related disruptions . Charter schools, on the other hand, are funded strictly on their current-year ADA and do not qualify for hold\u2011harmless protections or averaging, leaving them more susceptible to fluctuations in student attendance\r\n\r\nAttendance is reported through multiple annual apportionment certifications, Advance, P\u20111 (through December), P\u20112 (through April), and the Annual Apportionment (covering the full school year), with most final funding decisions based on P\u20112 data. The Principal Apportionment process channels ADA-driven funds throughout these certification periods.\r\n\r\nAs ADA decreases, so too does the funding amount: absences directly translate into lost revenue. This creates a strong incentive for districts to improve daily attendance, especially in communities facing higher absenteeism. Critics argue this penalizes high-need districts and disproportionately impacts low-income and English learner populations.\r\n\r\nIn summary, ADA is the central metric used in California\u2019s LCFF to distribute state funding. Districts are safeguarded by mechanisms that stabilize funding through hold\u2011harmless and averaging rules, while charter schools\u2019 funding remains tied solely to current-year ADA. Attendance levels thus become a critical driver of revenue, with direct implications for educational equity and program stability.\r\n\r\n<hr \/>\r\n\r\n<h2>How are After-School Programs Funded?<\/h2>\r\nIn California, funding for after\u2011school programs comes from a mix of state, federal, local, and sometimes private sources, each serving different age groups and program goals.\r\n<h3>State-Level Funding: ASES and ELO\u2011P<\/h3>\r\nThe major state funding streams include the After School Education and Safety (ASES) program and the Expanded Learning Opportunities Program (ELO\u2011P). ASES, established under Proposition\u202f49 in 2002, provides up to $550\u202fmillion annually to support after-school programs for students in transitional kindergarten through ninth grade. Funding is awarded through a competitive grant process, prioritizing schools with at least 50% of students eligible for free or reduced\u2011price lunch, and requires local matching funds of at least one-third of the grant amount (California State Library, 2023).\r\n\r\nIn contrast, ELO\u2011P, created in 2021, allocates approximately $4\u202fbillion annually (as of 2024\u201125) in formula-based funding to support extended learning both during and after school for TK\u20116 students. Districts receive ELO\u2011P funding based on the number of English learner or low-income students (unduplicated students), and programs must provide at least nine hours per instructional day of combined school time and expanded learning opportunities. Unlike ASES, ELO\u2011P funds are not tied to student participation rates but to district demographics, and districts have flexibility in how they allocate funds across sites (LAO, 2025).\r\n<h3>Federally Funded Programs: 21st Century CCLC &amp; ASSETs<\/h3>\r\nFederal funding for after-school programming in California primarily flows through the 21st Century Community Learning Centers (21st\u202fCCLC), under the Elementary and Secondary Education Act. States receive allocations based on their share of Title\u202fI funding, which they distribute to eligible entities via competitive grants. These grants support K\u201112 after-school and summer programs offering academic enrichment, mentoring, arts, and family literacy services (Zavala, 2023). For high school students, California administers the ASSETs program (After School Safety and Enrichment for Teens), funded with roughly $29\u202fmillion annually. ASSETs grants last up to five years and are also awarded competitively to entities serving grades 9\u201112 (California State Library, 2024).\r\n<h3>Local and Private Funding Support<\/h3>\r\nSome districts supplement state and federal aid with local resources, including contributions from city\u2011level youth funds, philanthropic organizations, or school\u2011district reserves. For example, Oakland Unified partners with the Oakland Fund for Children and Youth (OFCY) to meet local matching requirements and enhance program offerings (OUSD, 2025). Private foundations, corporate sponsors, or individual donors may also provide grants or in-kind support (e.g., supplies, staffing) to enrich after-school programming, especially where public funding falls short (Zavala, 2023).\r\n<h3>Integrated Meal and Nutrition Funding<\/h3>\r\nAfter-school programs in California may also receive nutritional reimbursements through federally supported meal programs administered by the California Department of Education (CDE). These include the National School Lunch Program (NSLP), Afterschool Snack Program, the Child and Adult Care Food Program (CACFP), and the Summer Food Service Program (SFSP). Programs offering enrichment and learning alongside meals can claim federal reimbursements for food services if they meet defined nutritional and activity standards (CDE, 2025).\r\n<h4>Program Oversight and Structure<\/h4>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">ASES operates via a competitive grant process, where schools or districts must apply and meet criteria such as community collaboration, staffing ratios, and educational and enrichment programming.<\/li>\r\n \t<li style=\"font-weight: 400\">ELO\u2011P is formula-funded based on district demographics (EL\/LI counts) and does not require competitive application, offering broader access across TK\u20116 populations.<\/li>\r\n \t<li style=\"font-weight: 400\">21st\u202fCCLC and ASSETs grants are awarded competitively through California\u2019s Expanded Learning grants process, overseen by the CDE\u2019s Expanded Learning Division (CDE, 2025)<\/li>\r\n<\/ul>\r\nTogether, this layered system of state, federal, local, and private funding enables after-school programs in California to serve hundreds of thousands of students daily, combining academic support, enrichment, nutritional support, and safe environments aligned to community needs. Let me know if you\u2019d like details on eligibility criteria, application deadlines, or program evaluation requirements.\r\n\r\n<hr \/>\r\n\r\n<h2>Universal Lunch Program in California<\/h2>\r\nCalifornia is the first state to guarantee free breakfast and lunch for all public school students, including those in charter schools and county offices, regardless of household income. This universal meals policy, launched in the 2022\u201323 school year, is mandated by Education Code Section\u202f49501.5, which requires local educational agencies to provide a nutritionally adequate breakfast and lunch free of charge to any student requesting a meal during each school day (FindLaw, 2025).\r\n\r\nTo support this mandate, the state legislature allocated roughly $650 million annually (through Proposition\u202f98) to reimburse districts, bridging the gap between federal meal reimbursement rates and the true cost of providing free or reduced-price meals. Additional funding includes $600 million for kitchen infrastructure upgrades and $100 million for training and buying locally grown or sustainable foods (LAO, 2022).\r\n\r\nParticipating schools must comply with all federal meal requirements (under the National School Lunch Program and School Breakfast Program), including meal patterns and service times, since federal reimbursement remains part of the funding mix (FindLaw., 2025). High-poverty schools (with a minimum identified student percentage of 40%) are also required to participate in federal provisions like the Community Eligibility Provision (CEP) or Provision\u202f2, which streamline administration and eliminate individual meal applications (CDE, 2025).\r\n\r\nCalifornia\u2019s Universal Meals Program provides several benefits: it eliminates meal debt, reduces stigma associated with income-based eligibility, cuts administrative burdens, and increases student meal participation\u2014particularly in communities where many families fall just above federal eligibility thresholds yet still face food insecurity (Pryor, Ramos-Yamamoto, &amp; Saucedo, 2024).\r\n\r\nTo summarize: state law mandates universal access to free school meals, state funding ensures full reimbursement beyond federal rates, districts must meet federal nutrition standards, and high-poverty schools must adopt federal serving provisions. The result is a simplified, inclusive system ensuring no student goes without meals at school.\r\n\r\n<hr \/>\r\n\r\n<h2>Resources<\/h2>\r\n<ol>\r\n \t<li>California Department of Education. (2023). LCFF Funding. https:\/\/www.cde.ca.gov\/fg\/aa\/lc\/lcfffaq.asp?utm_source=chatgpt.com<\/li>\r\n \t<li>California Department of Education. (2025). After School. https:\/\/www.cde.ca.gov\/ls\/nu\/as\/?utm_source=chatgpt.com<\/li>\r\n \t<li>California Department of Education. (2025). California Universal Meals. https:\/\/www.cde.ca.gov\/ls\/nu\/sn\/cauniversalmeals.asp?<\/li>\r\n \t<li>California Department of Education. (2025). Funding Opportunities. https:\/\/www.cde.ca.gov\/ls\/ex\/fundingop.asp?utm_source=chatgpt.com<\/li>\r\n \t<li>California Department of Education. (2025). Principal Apportionment. https:\/\/www.cde.ca.gov\/fg\/aa\/pa\/?utm_source=chatgpt.com<\/li>\r\n \t<li>California State Library. (2024).21st Century Community Learning Centers (CCLC) and After School Safety and Enrichment for Teens (ASSETs) Grant Program 2024-25. https:\/\/www.grants.ca.gov\/grants\/21st-century-community-learning-centers-cclc-and-after-school-safety-and-enrichment-for-teens-assets-grant-program-2024-25\/?utm_source=chatgpt.com<\/li>\r\n \t<li>California State Library. (2023). After School Education and Safety FY 2023-2024. https:\/\/www.grants.ca.gov\/grants\/after-school-education-and-safety-fy-2023-24\/?utm_source=chatgpt.com<\/li>\r\n \t<li>FindLaw. (2025). California Code, Education Code - EDC \u00a7 49501.5. https:\/\/codes.findlaw.com\/ca\/education-code\/edc-sect-49501-5\/<\/li>\r\n \t<li>Lafortune, J. and Guinan, B. (2025). Financing California's Public Schools. Public Policy Institute of California. https:\/\/www.ppic.org\/publication\/financing-californias-public-schools\/<\/li>\r\n \t<li>Legislative Analyst's Office. (2022). The 2022-23 California Spending Plan: Proposition 98. https:\/\/lao.ca.gov\/Publications\/Report\/4641<\/li>\r\n \t<li>Legislative Analyst's Office. (2025). The 2025-26 Budget: Expanding Learning Opportunties Program. https:\/\/lao.ca.gov\/Publications\/Report\/4977?utm_source=chatgpt.com<\/li>\r\n \t<li>Oakland Unified School District. (2025). Funding. https:\/\/www.ousd.org\/expanded-learning\/after-school-enrichment-programs\/after-school\/funding?utm_source=chatgpt.com<\/li>\r\n \t<li>Pryor, L., Ramos-Yamamoto, A, and Saucedo, M. (2024). Universal School Meals Help All California Children Thrive. https:\/\/calbudgetcenter.org\/resources\/universal-school-meals-help-all-california-children-thrive\/?utm_source=chatgpt.com<\/li>\r\n \t<li>Zavala, M. (2023). 3 Ways Aftershool Programs are Funded. https:\/\/afterschool.org\/how-are-afterschool-programs-funded\/?utm_source=chatgpt.com<\/li>\r\n<\/ol>","rendered":"<h2>How are Schools Funded?<\/h2>\n<p>In California, public school funding is fundamentally tied to Average Daily Attendance (ADA) under the Local Control Funding Formula (LCFF). ADA represents the average number of students present in class each day, and school districts receive state aid based on that figure. This model replaces the prior system, where revenue limits were multiplied by ADA along with many categorical programs, now largely consolidated into the LCFF framework<\/p>\n<p>LCFF funding comprises base grants plus supplemental and concentration grants, the latter two based on the proportion of high-need students (such as English learners, low-income individuals, or foster youth). While all local educational agencies (LEAs) follow the same funding formula, ADA is their core unit of measure for state funding allocations<\/p>\n<p>Districts benefit from a hold-harmless provision: they receive the greater of current\u2011year ADA, the prior year\u2019s ADA, or, since 2022\u201323, the highest average of the preceding three years. This policy was adopted to buffer volatility in attendance, such as during pandemic-related disruptions . Charter schools, on the other hand, are funded strictly on their current-year ADA and do not qualify for hold\u2011harmless protections or averaging, leaving them more susceptible to fluctuations in student attendance<\/p>\n<p>Attendance is reported through multiple annual apportionment certifications, Advance, P\u20111 (through December), P\u20112 (through April), and the Annual Apportionment (covering the full school year), with most final funding decisions based on P\u20112 data. The Principal Apportionment process channels ADA-driven funds throughout these certification periods.<\/p>\n<p>As ADA decreases, so too does the funding amount: absences directly translate into lost revenue. This creates a strong incentive for districts to improve daily attendance, especially in communities facing higher absenteeism. Critics argue this penalizes high-need districts and disproportionately impacts low-income and English learner populations.<\/p>\n<p>In summary, ADA is the central metric used in California\u2019s LCFF to distribute state funding. Districts are safeguarded by mechanisms that stabilize funding through hold\u2011harmless and averaging rules, while charter schools\u2019 funding remains tied solely to current-year ADA. Attendance levels thus become a critical driver of revenue, with direct implications for educational equity and program stability.<\/p>\n<hr \/>\n<h2>How are After-School Programs Funded?<\/h2>\n<p>In California, funding for after\u2011school programs comes from a mix of state, federal, local, and sometimes private sources, each serving different age groups and program goals.<\/p>\n<h3>State-Level Funding: ASES and ELO\u2011P<\/h3>\n<p>The major state funding streams include the After School Education and Safety (ASES) program and the Expanded Learning Opportunities Program (ELO\u2011P). ASES, established under Proposition\u202f49 in 2002, provides up to $550\u202fmillion annually to support after-school programs for students in transitional kindergarten through ninth grade. Funding is awarded through a competitive grant process, prioritizing schools with at least 50% of students eligible for free or reduced\u2011price lunch, and requires local matching funds of at least one-third of the grant amount (California State Library, 2023).<\/p>\n<p>In contrast, ELO\u2011P, created in 2021, allocates approximately $4\u202fbillion annually (as of 2024\u201125) in formula-based funding to support extended learning both during and after school for TK\u20116 students. Districts receive ELO\u2011P funding based on the number of English learner or low-income students (unduplicated students), and programs must provide at least nine hours per instructional day of combined school time and expanded learning opportunities. Unlike ASES, ELO\u2011P funds are not tied to student participation rates but to district demographics, and districts have flexibility in how they allocate funds across sites (LAO, 2025).<\/p>\n<h3>Federally Funded Programs: 21st Century CCLC &amp; ASSETs<\/h3>\n<p>Federal funding for after-school programming in California primarily flows through the 21st Century Community Learning Centers (21st\u202fCCLC), under the Elementary and Secondary Education Act. States receive allocations based on their share of Title\u202fI funding, which they distribute to eligible entities via competitive grants. These grants support K\u201112 after-school and summer programs offering academic enrichment, mentoring, arts, and family literacy services (Zavala, 2023). For high school students, California administers the ASSETs program (After School Safety and Enrichment for Teens), funded with roughly $29\u202fmillion annually. ASSETs grants last up to five years and are also awarded competitively to entities serving grades 9\u201112 (California State Library, 2024).<\/p>\n<h3>Local and Private Funding Support<\/h3>\n<p>Some districts supplement state and federal aid with local resources, including contributions from city\u2011level youth funds, philanthropic organizations, or school\u2011district reserves. For example, Oakland Unified partners with the Oakland Fund for Children and Youth (OFCY) to meet local matching requirements and enhance program offerings (OUSD, 2025). Private foundations, corporate sponsors, or individual donors may also provide grants or in-kind support (e.g., supplies, staffing) to enrich after-school programming, especially where public funding falls short (Zavala, 2023).<\/p>\n<h3>Integrated Meal and Nutrition Funding<\/h3>\n<p>After-school programs in California may also receive nutritional reimbursements through federally supported meal programs administered by the California Department of Education (CDE). These include the National School Lunch Program (NSLP), Afterschool Snack Program, the Child and Adult Care Food Program (CACFP), and the Summer Food Service Program (SFSP). Programs offering enrichment and learning alongside meals can claim federal reimbursements for food services if they meet defined nutritional and activity standards (CDE, 2025).<\/p>\n<h4>Program Oversight and Structure<\/h4>\n<ul>\n<li style=\"font-weight: 400\">ASES operates via a competitive grant process, where schools or districts must apply and meet criteria such as community collaboration, staffing ratios, and educational and enrichment programming.<\/li>\n<li style=\"font-weight: 400\">ELO\u2011P is formula-funded based on district demographics (EL\/LI counts) and does not require competitive application, offering broader access across TK\u20116 populations.<\/li>\n<li style=\"font-weight: 400\">21st\u202fCCLC and ASSETs grants are awarded competitively through California\u2019s Expanded Learning grants process, overseen by the CDE\u2019s Expanded Learning Division (CDE, 2025)<\/li>\n<\/ul>\n<p>Together, this layered system of state, federal, local, and private funding enables after-school programs in California to serve hundreds of thousands of students daily, combining academic support, enrichment, nutritional support, and safe environments aligned to community needs. Let me know if you\u2019d like details on eligibility criteria, application deadlines, or program evaluation requirements.<\/p>\n<hr \/>\n<h2>Universal Lunch Program in California<\/h2>\n<p>California is the first state to guarantee free breakfast and lunch for all public school students, including those in charter schools and county offices, regardless of household income. This universal meals policy, launched in the 2022\u201323 school year, is mandated by Education Code Section\u202f49501.5, which requires local educational agencies to provide a nutritionally adequate breakfast and lunch free of charge to any student requesting a meal during each school day (FindLaw, 2025).<\/p>\n<p>To support this mandate, the state legislature allocated roughly $650 million annually (through Proposition\u202f98) to reimburse districts, bridging the gap between federal meal reimbursement rates and the true cost of providing free or reduced-price meals. Additional funding includes $600 million for kitchen infrastructure upgrades and $100 million for training and buying locally grown or sustainable foods (LAO, 2022).<\/p>\n<p>Participating schools must comply with all federal meal requirements (under the National School Lunch Program and School Breakfast Program), including meal patterns and service times, since federal reimbursement remains part of the funding mix (FindLaw., 2025). High-poverty schools (with a minimum identified student percentage of 40%) are also required to participate in federal provisions like the Community Eligibility Provision (CEP) or Provision\u202f2, which streamline administration and eliminate individual meal applications (CDE, 2025).<\/p>\n<p>California\u2019s Universal Meals Program provides several benefits: it eliminates meal debt, reduces stigma associated with income-based eligibility, cuts administrative burdens, and increases student meal participation\u2014particularly in communities where many families fall just above federal eligibility thresholds yet still face food insecurity (Pryor, Ramos-Yamamoto, &amp; Saucedo, 2024).<\/p>\n<p>To summarize: state law mandates universal access to free school meals, state funding ensures full reimbursement beyond federal rates, districts must meet federal nutrition standards, and high-poverty schools must adopt federal serving provisions. The result is a simplified, inclusive system ensuring no student goes without meals at school.<\/p>\n<hr \/>\n<h2>Resources<\/h2>\n<ol>\n<li>California Department of Education. (2023). LCFF Funding. https:\/\/www.cde.ca.gov\/fg\/aa\/lc\/lcfffaq.asp?utm_source=chatgpt.com<\/li>\n<li>California Department of Education. (2025). After School. https:\/\/www.cde.ca.gov\/ls\/nu\/as\/?utm_source=chatgpt.com<\/li>\n<li>California Department of Education. (2025). California Universal Meals. https:\/\/www.cde.ca.gov\/ls\/nu\/sn\/cauniversalmeals.asp?<\/li>\n<li>California Department of Education. (2025). Funding Opportunities. https:\/\/www.cde.ca.gov\/ls\/ex\/fundingop.asp?utm_source=chatgpt.com<\/li>\n<li>California Department of Education. (2025). Principal Apportionment. https:\/\/www.cde.ca.gov\/fg\/aa\/pa\/?utm_source=chatgpt.com<\/li>\n<li>California State Library. (2024).21st Century Community Learning Centers (CCLC) and After School Safety and Enrichment for Teens (ASSETs) Grant Program 2024-25. https:\/\/www.grants.ca.gov\/grants\/21st-century-community-learning-centers-cclc-and-after-school-safety-and-enrichment-for-teens-assets-grant-program-2024-25\/?utm_source=chatgpt.com<\/li>\n<li>California State Library. (2023). After School Education and Safety FY 2023-2024. https:\/\/www.grants.ca.gov\/grants\/after-school-education-and-safety-fy-2023-24\/?utm_source=chatgpt.com<\/li>\n<li>FindLaw. (2025). California Code, Education Code &#8211; EDC \u00a7 49501.5. https:\/\/codes.findlaw.com\/ca\/education-code\/edc-sect-49501-5\/<\/li>\n<li>Lafortune, J. and Guinan, B. (2025). Financing California&#8217;s Public Schools. Public Policy Institute of California. https:\/\/www.ppic.org\/publication\/financing-californias-public-schools\/<\/li>\n<li>Legislative Analyst&#8217;s Office. (2022). The 2022-23 California Spending Plan: Proposition 98. https:\/\/lao.ca.gov\/Publications\/Report\/4641<\/li>\n<li>Legislative Analyst&#8217;s Office. (2025). The 2025-26 Budget: Expanding Learning Opportunties Program. https:\/\/lao.ca.gov\/Publications\/Report\/4977?utm_source=chatgpt.com<\/li>\n<li>Oakland Unified School District. (2025). Funding. https:\/\/www.ousd.org\/expanded-learning\/after-school-enrichment-programs\/after-school\/funding?utm_source=chatgpt.com<\/li>\n<li>Pryor, L., Ramos-Yamamoto, A, and Saucedo, M. (2024). Universal School Meals Help All California Children Thrive. https:\/\/calbudgetcenter.org\/resources\/universal-school-meals-help-all-california-children-thrive\/?utm_source=chatgpt.com<\/li>\n<li>Zavala, M. (2023). 3 Ways Aftershool Programs are Funded. https:\/\/afterschool.org\/how-are-afterschool-programs-funded\/?utm_source=chatgpt.com<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Funding","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[49],"contributor":[],"license":[57],"class_list":["post-91","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/91","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/91\/revisions"}],"predecessor-version":[{"id":314,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/91\/revisions\/314"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapters\/91\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/media?parent=91"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=91"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/contributor?post=91"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/schoolagecurriculum\/wp-json\/wp\/v2\/license?post=91"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}