Most of the students who set out to earn degrees in California Community Colleges never do. The reasons behind these low rates of persistence and completion have long been a focus of policy and popular concern, and a variety of strategies have been adopted to tackle the problem. Many of these focus on structural impediments to student success that are present in community colleges, including the profusion and complexity of curricular pathways, the lack of coordination between segments, and insufficient information and support for students.
Our most recent seminars have been recorded and are available for streaming or download. Older seminars are also listed, although audio is not available prior to November 2008. Upcoming seminars can be found on the Seminars page.
Truancy and chronic absenteeism are serious problems in California schools. Nearly 30 percent of elementary school students in California were truant in 2012-2013; 90 percent of these students were from low-income families. Elementary school absenteeism has severe negative effects on students, their families, and communities. It also imposes large costs on the state’s legal, justice, and social service systems. In California over the past three years these costs exceeded $3.5 billion.
Opening Remarks: Senator Carol Liu, District 25
Panel: California’s Emerging Teacher Shortage in Perspective
Louis Freedberg, EdSource (moderator); Dave Gordon, Sacramento County Office of Education; Jesse Levin, AIR; Kimberly Rodriguez, Office of Senate President pro Tempore; Patrick Shields, LPI; Leib Sutcher, LPI
Under a waiver granted by the federal government, the six CORE Districts (Fresno, Long Beach, Los Angeles, Oakland, San Francisco, and Santa Ana) have developed the School Quality Improvement System (SQIS), an innovative accountability system that aims to support continuous improvement in the performance of all schools and all students on a broad range of measures including but not limited to student performance on standardized tests.
In a PACE seminar in November 2014, Julia Koppich and Dan Humphrey presented findings from the first study on the implementation of California’s Local Control Funding Formula (LCFF). That study found that local school districts were generally enthusiastic about the LCFF, but somewhat wary about the state’s commitment to give local educators the time and support necessary to make the LCFF work effectively.
In this seminar, Ilana Umansky and her colleagues present policy recommendations for improving the educational outcomes of English learner (EL) students in California, based on research on the educational opportunities, experiences, and outcomes of EL students conducted in a set of California school districts over the last five years.
Policy Analysis for California Education (PACE), in partnership with EdSource, is pleased to invite you to attend a webinar featuring California's Legislative Analyst Mac Taylor on Governor Brown's May Revision of the 2015-16 state budget, what it means for schools and the fiscal outlook for education funding generally.
California educators and state leaders have been preparing for Common Core State Standards since 2010, but 2014-2015 is the first academic year that many educators, students, and parents are seeing changes inspired by the reform in classroom practice. This year, education stakeholders have their first look at the implementation process, which provides an opportunity to fine-tune the work that still lies ahead. In this seminar, Andrea Venezia and Jodi Lewis present findings from their research exploring implementation of the Common Core, specifically focused on grades 9-14.
Michal Kurlaender and Jacob Jackson present research following up on their statewide evaluation of California’s Early Assessment Program (EAP), an academic preparation program developed jointly by the California Department of Education, the State Board of Education, and the California State University and implemented in 2004.
Parents play an important role in their children’s education, but there are substantial differences in the home learning experiences of children by socioeconomic status. In this seminar, Susanna Loeb and Ben York discuss the results of a randomized control trial of READY4K!, a text messaging program for parents of preschoolers designed to help them support their children’s literacy development. Loeb and York sent parents in the treatment group three texts per week about an early literacy skill or cluster of skills for the entire school year.