Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at the University of California – Berkeley, the University of Southern California, and Stanford University. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
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California Diploma Project
November 5, 2009
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The California Diploma Project convened its final Alignment Institute in San Francisco at the end of October, to discuss the technical analyses of the EAP assessment conducted by Achieve and to plan for next steps on the project.
Materials from this meeting are available here.
International Teachers in California Schools
November 3, 2009
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November 6, 2009
International Teachers in California Schools
Lora Bartlett, Assistant Professor of Education at the University of California – Santa Cruz
Increasing the percentage of highly qualified teachers in public schools is a priority for California. In this seminar, Bartlett highlights the role overseas trained teachers have played in addressing this goal. She presents data on the number and distribution of overseas trained K-12 teachers in California public schools, highlighting their concentration in high poverty districts and schools. She also examines the implications of different definitions of teacher qualification, and traces connections between education and immigration policy.
October 29th Seminar Materials
November 2, 2009
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Our recent seminar The Future of Early Education Systems in California (PreK-3rd) featuring Brad Strong, Director of Education, Children Now, Lisa Guernsey, Director, Early Education Initiative, New America Foundation and Loretta Burns, Director, Santa Clara County Partnership for School Readiness, took place last week but no audio is available.
California’s education system continues to struggle to close persistent achievement gaps that often exist at school entry, and the state’s dire fiscal situation certainly doesn’t help. But real progress is possible, even now, as new strategies to build seamless early learning systems are being developed and supported through federal efforts. Presenters discussed the critical components of PreK-3rd systems, provided specific examples of how these systems are working locally to improve school readiness in California, and offered up new opportunities for statewide leadership that are outlined in a New America Foundation report on California’s early education system.
Please see the following links for more information:
Children Now, Kindergarten Readiness Data: Improving Children’s Success in School
Santa Clara County Partnership for School Readiness, School Readiness Assessment – 2008
New America Foundation, On the Cusp in California: How PreK-3rd Strategies Could Improve Education in the Golden State
The Future of Early Education Systems in California (PreK-3rd)
October 13, 2009
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October 29, 2009
The Future of Early Education Systems in California (PreK-3rd)
Brad Strong, Director of Education, Children Now
Lisa Guernsey, Director, Early Education Initiative, New America Foundation
Loretta Burns, Director, Santa Clara County Partnership for School Readiness
California’s education system continues to struggle to close persistent achievement gaps that often exist at school entry, and the state’s dire fiscal situation certainly doesn’t help. But real progress is possible, even now, as new strategies to build seamless early learning systems are being developed and supported through federal efforts. Presenters will discuss the critical components of PreK-3rd systems, provide specific examples of how these systems are working locally to improve school readiness in California, and offer up new opportunities for statewide leadership that are outlined in a New America Foundation report on California’s early education system.
Seminars for Education Policymakers and Scholars 2009-2010
October 2, 2009
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Despite the unprecedented fiscal crisis now battering California’s schools and universities, the urgency of comprehensive reform in California’s education system has not diminished. California had fallen behind other states on many key indicators of educational performance before the current crisis arrived. Doing the same things in the same way with dramatically reduced resources will not produce success for the state’s students and schools.
As the Governor’s Committee on Educational Excellence and others have made clear, California will ultimately have to spend more—not less—on our education system if we hope to achieve the ambitious goals we have set for our students, and ensure the future prosperity of our state. For now, though, California will have to use the resources we have more efficiently and effectively to sustain recent improvements in the performance of our schools.
The need for new thinking and policy innovation is therefore greater than ever. PACE’s Sacramento seminar series brings California’s leading researchers together with policy makers for an informed discussion of the many issues facing California’s education system, and for thoughtful analysis of the difficult policy choices facing our state.
Our 2009-2010 Seminar Series begins this month, for a complete list please see our Upcoming Seminars page!
Leaders for California’s Schools
September 28, 2009
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A new PACE policy brief presents an overview of the current state of school leadership in California. Susanna Loeb and Jon Valant from Stanford University examine the challenges that California must overcome to recruit, hire, train, and retain strong and talented principals, with a particular focus on the limitations of current state and district policies. Loeb and Valant note that California principals are underpaid relative to their colleagues nationwide, and many report feeling overworked, constrained by state policies, and doubtful that they will remain in the principalship until retirement. The authors propose a set of actions that policymakers can take in order to ensure that great principals are providing leadership in all of California’s schools.
Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation
September 8, 2009
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A new PACE policy brief summarizes the findings from a study investigating the impact of the California High School Exit Exam (CAHSEE) on California’s lowest performing students. Utilizing longitudinal data from four large urban school districts, Sean Reardon from Stanford and Michal Kurlaender from UC-Davis compare students scheduled to graduate just before (2005) and after (2006-07) the exit exam became a requirement for graduation from California high schools. They find that the CAHSEE requirement had no positive effects on students’ academic skills, and a large negative impact on graduation rates that fell disproportionally on minority students and on female students. The authors conclude that policymakers should reevaluate the utility of the high school exit exam in California’s accountability system.
Register now for “Leading and Learning in CA Schools: Preparing and Supporting Effective School Leaders”
August 13, 2009
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Upcoming Conference: September 25, 2009
Co-Sponsored by California Commission on Teacher Credentialing & Policy Analysis for California Education
“Leading and Learning in CA Schools: Preparing and Supporting Effective School Leaders”
Date: Friday, September 25, 2009
Time: 9:00am-3:00pm Lunch will be provided.
Location: Department of Health Services Auditorium, 1500 Capitol Avenue, Sacramento, CA 95811
Featured Speakers:
Pedro Garcia – University of Southern California and former Superintendent, Metro Nashville Public Schools
Susanna Loeb – Stanford University
The Commission on Teacher Credentialing and Policy Analysis for California Education are co-sponsoring a one day conference looking at preparing effective school leaders on September 25, 2009. This is a free, one day seminar for researchers, the policy community, district and school administrators and faculty. This seminar will offer research perspectives on effective leadership in educational settings, examine their use in context, and explore their implications for policy and future systemic change in California.
The seminar will feature presentations by education and business leaders including Richard Rothstein from the Economic Policy Institute, Craig LaFargue from Lee Hecht Harrison, and Mary Alice Callahan from the California Federation of Teachers. There is no cost to attend this event, however you must register. Lunch is included. The deadline to register is September 11, 2009. Space is available on a first-come, first-served basis.
Registration and the tentative program schedule are available at: http://www.ctc.ca.gov/seminars/seminars.html