Governor Jerry Brown has called for a major overhaul of California’s school finance policies. His proposal for a weighted pupil funding system would simplify the rules that govern the distribution of funds to schools and school districts, while targeting a larger share of available resources to the schools and students with the greatest needs. In this policy report Mary Perry offers an overview and analysis of the policy change that the Governor has proposed.
. Policy Analysis for California Education. May 2012.
. Policy Analysis for California Education. April 2012.
The Early Assessment Program (EAP) has emerged as a national model for states seeking to design policies that increase the number of students who leave high school ready for college and careers. In addition, the two national consortia designing new assessments aligned to the Common Core State Standards have recognized the EAP as a model for the design of new high school assessments, which California will implement in 2014-15. The report was written by Hilary McLean of Capitol Impact, LLC.
In a new report, “Deregulating School Aid in California: How 10 Districts Responded to Fiscal Flexibility, 2009-2010,” Bruce Fuller, Julie Marsh, Brian Stecher and Tom Timar detail how leaders in 10 California school districts are responding to the deregulation of $4.5 billion in education funding. Sacramento policymakers have freed local educators from the specific guidelines that previously regulated spending on 40 categorical-aid programs. These program funds became entirely flexible in 2009, and local school boards could decide how to allocate these resources.
The Rennie Center for Education Research & Policy and Policy Analysis for California Education (PACE) have jointly produced a report that offers policy guidance for a new generation of state assessments aligned to the Common Core State Standards. The report, The Road Ahead for State Assessments, aims to inform the work of the two U.S. Department of Education-funded consortia charged with developing a new generation of state assessments aligned to the Common Core State Standards: the Partnership for Assessment of Readiness for College and Careers Consortium (PARCC) and the Smarter Balanced Assessment Consortium (SBAC
In June 2008, the voters of San Francisco passed the Quality Teacher and Education Act (QTEA) with a 69.8% majority, authorizing the San Francisco Unified School District (SFUSD) to collect $198 per parcel of taxable property, indexed annually for 20 years. Heather Hough, Susanna Loeb, and David Plank of the Center for Education Policy Analysis (CEPA) and Policy Analysis for California Education (PACE), in collaboration with the San Francisco Unified School District, have documented the passage of this policy and are now engaged in a three-year evaluation (starting in 2009-10) of the implementation and effect of QTEA, focusing on the elements that directly affect the teacher workforce (teacher compensation, support, and accountability).
California’s school finance system is notoriously complex. Its critics have long advocated for simplifying funding streams and returning authority to local school boards. In 2009 the state partially acquiesced, giving districts significant flexibility over the funds from 40 categorical programs. This flexibility provides an opportunity to see how districts respond when released from categorical funds.
There is widespread agreement that many of California’s high schools are doing a poor job of preparing their students for college and careers. The James Irvine Foundation is sponsoring a major initiative to develop “Multiple Pathways” –– now called the Linked Learning approach –– as a strategy for improving the performance of California high schools. To inform this effort, the Foundation asked PACE to gather evidence on the cost of linked learning programs. This report by Ace Parsi, University of California, Berkeley, David N.
As the Year of Education draws to a close, PACE is reviving its signature publication, Conditions of Education in California, in order to sustain focus on the long-term comprehensive educational reforms that California needs. In this edition of Conditions of Education in California six of California’s leading policy scholars provide analysis of the urgent educational challenges facing our state. The six authors provide baseline data on the current performance of California’s schools and students, and make specific recommendations for policy changes that will support long-term improvement.
Six of California’s largest urban school districts have joined together in the Partnership for Urban Education Research (PUER), to address the most pressing issues in urban education. The six PUER districts have agreed to work together to increase data availability, enhance internal research capacity, and promote collaboration and information sharing across district lines for the benefit of their students. PUER seeks to build a partnership in which participating districts can use their collective research capacity to carefully evaluate their own instructional programs and practices.
In a PACE document prepared for the Convening on California Education Policy on October 19, 2007, Julia E. Koppich and Amy Gerstein present a set of policy recommendations that address issues related to human capital and personnel in California’s education system. They offer nine specific recommendations under three main headings: Differentiated Roles and Compensation, Evaluation and Accountability, and Making Successful Practices Visible.