News

  • 01/05/2016. KQED Radio

    Many educators and parents are applauding the end of the "No Child Left Behind" law-- the George W. Bush-era education policy that garnered bipartisan support at the time but has proved unsuccessful in the eyes of many. But what did it teach us, and what comes next? We'll take a look at look at the legacy of "No Child Left Behind" and hear about the new federal policy that will replace it.


  • 12/08/2015

    States and school districts across the nation have recently revised and implemented new teacher evaluation systems. Under these new systems, the majority of a teacher’s evaluation rating depends on observations of classroom practice. Our research identifies the potential of more rigorous, observation-based teacher evaluations for improving teaching practice and, ultimately, student outcomes. But improving the capacity of observers to effectively evaluate teachers requires a substantive investment of time and resources.

  • 11/25/2015

    Conditions of Education is taking a brief break from research this week to say thank you to all the amazing people who work so hard to improve education in California. To the teachers, administrators and staff whose daily work benefits us all, and to the practitioners, researchers, staffers, legislators, think-tankers, policy wonks and advocates who  contribute to education policy in Sacramento and across the state: thank you. We wish a safe and happy Thanksgiving to you all!

  • 11/10/2015

    There are significant differences in school climate experiences among various student subgroups within California middle schools, and a significant relationship between the racial climate gap and racial achievement gaps.

  • 11/03/2015

    Using evidence-based programs to provide physical activity in the classroom appears to be a promising strategy for supporting a sufficient amount of physical activity during school.

  • 10/27/2015

    Recent study compares spending patterns for charter schools and traditional schools in California.

  • 10/20/2015. Stanford Graduate School of Education

    New report by Kenji Hakuta, Ilana Umansky and others offers evidence of inequitable treatment of English Language Learners in state schools.

  • 10/20/2015

    Middle schools are a critical stage in students' educational careers. Recent investigation of Charlotte-Mecklenburg (NC) 8th graders' experiences with racially segregated schools and classrooms showed both types of segregation had a negative relationship to their standard test scores. Findings suggest middle school segregation launches youth onto inequitable trajectories for the remainder of their formal educations.

  • 10/13/2015

    Current accountability systems require that states establish targets for students’ English proficiency development. However, these targets are not always empirically grounded. A recent study uses data from LAUSD to investigate how long it takes students who enter the district as ELs in kindergarten to attain each of six separate criteria necessary to be exit EL services.

  • 10/06/2015

    Using nationally representative data, we find that racial/ethnic and gender test score gaps in science exist by third grade and generally narrow slightly or remain constant as students progress to eighth grade.  Eighth grade science test score gaps are greatly reduced and not statistically significant when controlling for students’ socioeconomic status, fifth grade math and reading achievement, and science classroom.

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