More than 85,000 students drop out of California’s public school system each year, costing taxpayers billions of dollars and threatening the state’s future economy. In this seminar Russell Rumberger from UC-Santa Barbara will present findings from his research on the causes and consequences of dropping out in California as part of the California Dropout Research Project, and from his recent book, Dropping Out, from a national perspective.
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.
Historically, education technology has over-promised and under-delivered. Investments in new technologies have consistently yielded disappointing returns. But this time, many say, it’s different.
Income inequality among the families of school-aged children in the US has grown sharply over the last 40 years. How has rising income inequality affected patterns of educational outcomes?
Journalists gathered in Los Angeles to learn about how California districts and other states are beginning to implement the Common Core Standards, an event co-sponsored by PACE and the Education Writers Association. Demanding more rigorous and complex learning, the 'Common Core' presents special challenges for English learners, who now experience lots of didactic, simple instruction under current accountability systems. The L.A.
This report commemorates the fifth anniversary of the Getting Down to Facts project, which sought to provide a thorough and reliable analysis of the critical challenges facing California’s education system as the necessary basis for an informed discussion of policy changes aimed at improving the performance of California schools and students. The report focuses on the four key issues that received emphasis in the Getting Down to Facts studies: governance, finance, personnel, and data systems.
Policymakers in California have begun to look beyond the API and ask how to hold schools accountable based on a broader set of information about performance. One strategy for doing so is through a system of school inspections, a common accountability policy in many other countries. This seminar will discuss the benefits of school inspections and explore the main policy decisions for designing such a system, with a particular focus on England’s approach.
As California implements the Common Core State Standards and discusses ways to better link K-12 and postsecondary education systems, it is critical to understand how well the state’s current postsecondary and career readiness standards relate to each other and to the Common Core. The panelists will discuss initial findings from a project focused on whether college and career readiness standards in the Health Sciences (entry-level in postsecondary, entry-level in the workforce, and exit-level in high school) require the same levels and types of knowledge and skills.
The Early Assessment Program (EAP) is an academic preparation program developed jointly by the California Department of Education (CDE), the State Board of Education, and the California State University (CSU).
Recent news headlines have drawn attention to budget cuts that districts pursue in response to the state’s revenue shortfalls. But policymakers and state agencies need to consider more than episodic revenue declines or relative rankings of districts. Instead, policymakers need to consider how state fiscal conditions are changing a given district’s performance over time. The state’s volatile tax base and centralization of school finance are associated with long-term unpredictability in state aid in California.
Since 2009 the Department of Education has allowed local school boards to reallocate $4.5 billion in previously regulated categorical aid, now folded into the Tier 3 ‘block grant’. The UC-RAND research team reported earlier on case studies of 10 districts’ response to flexibility. This second PACE seminar will feature the results of their statewide survey of district chief financial officers and their analysis of statewide expenditure data. To what extent were Tier 3 dollars swept into district general funds? Which programs were hit hardest as re-allocations occurred?