News

  • 05/19/2015

    Increased learning time in literacy instruction is a strategy that has been deployed broadly to support struggling leaders, but little work has explored whether the same approach can boost average readers. Recent research finds that additional literacy coursework in middle school for readers of average ability produced counter-intuitive impacts that differed by race, with Black students faring less well on subsequent measures of literacy.

  • 05/12/2015

    High rates of absenteeism limits the potential of California’s children and costs school districts and the state billions of dollars each year. Research into the drivers of chronic absenteeism have generally been limited to documenting the presence of individual and family factors. New research looks instead at whether going to center-based care in prekindergarten might be linked to chronic absenteeism once in kindergarten.

  • 05/05/2015

    Although researchers have analyzed the impact of financial incentives on teacher behaviors and work conditions, few studies have looked inside schools to examine how current teachers interpret their rewards, to gauge how payouts affect their willingness to participate in these programs, and to explain the conflicting evidence about the effects of incentives. In recent research focused on teachers’ views of these pay incentives, findings identify design considerations that may affect the potential of educator incentive programs to operate as intended.

  • 05/01/2015. Edsource

    What’s not on California’s education agenda – and should be

    David Plank, Executive Director, Policy Analysis for California Education

  • 04/28/2015

    Voluntary gaps in college tenure, be they for professional reasons or otherwise, are common occurrences in the United States. Existing studies of voluntary academic leave (taking a “gap year” or “gap semester”) have focused on causes, while studies of collegiate internships have focused on labor market effects. We estimate the impacts of these two occurrences on returning academic and other collegiate outcomes.

  • 04/21/2015

    Many new teacher evaluation systems include measures of both student growth and teacher classroom observations. Although much of the policy attention focuses on student growth or value-added measures, interview and survey data from 6 urban school districts suggests principals rely less on test scores than classroom observations in their human capital decision making. In particular, the consistency, transparency, and specificity of observation data seem to provide benefits for principals seeking to use these data to inform decisions around teacher hiring, assignment, professional development, and dismissal.

  • 04/14/2015

    Research has long shown that healthy children are better learners and that school programming targeting students' health can encourage long-term wellness and promote academic success. To this end, the Centers for Disease Control and Prevention promotes their Coordinated School Health (CSH) model as a strategy for improving student health and capacity for learning, with a district-level wellness coordinator at the center. New research provides the first evidence indicating that when district-level wellness coordinators become involved in school health, there can be increased integration of wellness programs within and across schools, reaching more students equitably and leveraging existing resources.

  • 04/07/2015

    Recent research finds that having peers who are Limited English Proficient (LEP) is associated with lower achievement in middle school, particularly for non-LEP students. The overall language mix of LEP students has little if any discernable relationship with achievement. For LEP students, having more LEP peers speak their mother tongue is positively associated with reading achievement and negatively associated with mathematics achievement.

  • 04/07/2015
  • 03/31/2015

    The recent increase in California’s school starting age has implications not only for short-term academic achievement, but also for longer-term outcomes. A new study finds that an individual’s exposure to a higher school starting age leads to a lower likelihood of incarceration in adulthood. The reduction appears to stem from the benefits associated with an older average cohort, which accrue both to those who delayed their entry as well as those who did not. The overall decline in incarceration masks the fact that individuals who had to delay their school entry by a year were harmed by the delay itself (that is, the reduction is smaller than it otherwise would have been).

Twitter

PACE thanks these funders and sponsors for their financial support

PACE Funders and Sponsors