Policy Briefs

Teacher Employment and Collective Bargaining Laws in California: Structuring School District Discretion over Teacher Employment

William S. Koski, Aaron Tang. February 2011.

There is broad agreement that teacher quality is related to student achievement, but there is far less agreement about the degree to which school districts and administrators are constrained in making policies to improve teacher quality that might also affect teacher employment and working conditions. Conventional wisdom holds that state law and the collective bargaining agreements governed by state law often hamper districts’ discretion over teacher hiring, firing, evaluation, compensation, and assignment. Although California collective bargaining agreements have received some attention from researchers we know far less about whether, and to what extent, California law constrains or facilitates district-level discretion over teacher employment policies and practices. This policy brief examines that issue.

Effective Basic Skills Instruction: The Case for Contextualized Developmental Math

W. Charles Wiseley. February 2011.

Recent research on students entering California community colleges found that less than one in ten students who enter at the basic arithmetic or pre-algebra math level successfully complete college-level math. Students entering at the next higher level of math (elementary algebra) are only slightly more likely to succeed in college-level math. Yet, college-level math skills are required for success in nearly all college programs including most occupationally-focused certificate programs.

Value-Added Measures of Education Performance: Clearing Away the Smoke and Mirrors

Douglas N. Harris. October 2010.

A new PACE policy brief by Douglas N. Harris of the University of Wisconsin, Madison, explores the use of value-added measures and discusses the strengths and weaknesses of value-added assessment, both as a means to assess teachers and as a means to assess schools. Current federal policies do not account for the fact that student outcomes are produced by more than just schools. As a result, they fail to follow what Douglas Harris calls the “Cardinal Rule of Accountability”: hold people accountable for what they can control.

Do Financial Incentives Draw Promising Teachers to Low-Performing Schools? Assessing the Impact of the California Governor’s Teaching Fellowship

Jennifer Steele, Richard J. Murnane, John B. Willett. May 2010.

In a new PACE policy brief, Jennifer Steele, Richard J. Murnane and John B. Willett assess the impact of California’s Governor’s Teaching Fellowship. During a two-year period from 2000-2002, California awarded a $20,000 Governor’s Teaching Fellowship (GTF) to 1,169 people enrolled in traditional, post-baccalaureate teacher licensure programs who agreed to teach in low-performing public schools for four years after earning their licenses. Schools designated as low-performing were those that ranked in the bottom half of the state’s Academic Performance Index (API).

Reforming Education in California: A Guide for Citizens and Candidates

. April 2010.

PACE announces the publication of its policy book “Reforming Education in California: A Guide for Citizens and Candidates.” The goal of this briefing book is to support, in an informative and constructive manner, debates about the critical issues facing California education. “Reforming Education in California” is useful for candidates as well as for informed citizens as they evaluate proposed changes in education policies.

California’s Impending College Graduate Crisis and What Needs To Be Done About It

Martin Carnoy. April 2010.

In 2005-06 almost half of the pupils in California’s public schools were Latinos, but Latinos only received about 15 percent of the BA degrees awarded by public and private colleges in the state. Texas has a comparable Latino population, but does significantly better than California in getting Latino students through college. The implication of this disparity is that California stands to produce too few graduates to fuel its cutting-edge high tech and high-end service economy.

There's Lots to Learn from L.A.: Policy Levers for Institutional Change

. January 2010.

A new PACE policy brief reviews the history of the Los Angeles Unified School District over the past five decades, a history that reveals an organization pulled up from its early 20th Century Progressive Era roots. Decades of reform efforts have provided a lively audition for what a new institution of public education could look like. But public policy and the surrounding political system have created an atmosphere of continuing crisis rather than a new institutional stability.

Leaders for California’s Schools

Susanna Loeb, Jon Valant. September 2009.

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.

Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation

Sean Reardon, Michal Kurlaender. September 2009.

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.

The Quality Teacher and Education Act in San Francisco: Lessons Learned

Heather Hough. July 2009.

This policy brief, Heather Hough from Stanford University reviews the recent experience of the San Francisco Unified School District (SFUSD) with the development and approval of Proposition A. Proposition A (also known as the Quality Teacher and Education Act, or QTEA) included a parcel tax mainly dedicated to increasing teachers’ salaries, along with a variety of measures introducing flexibility to the current salary schedule and strengthening accountability for teacher performance.

Twitter

PACE thanks these funders and sponsors for their financial support