Publications

Innovation in Developmental Education: The Landscape and the Locus of Change

Norton Grubb. Policy Analysis for California Education. November 2011

Community colleges are full of innovation in developmental education, and some of these have the promise of changing the “remedial pedagogy” that can be so ineffective. In this working paper the authors review six kinds of innovations: (1) the efforts of individual practitioners, which can be found in many colleges but which reach very few students; (2) the developments in limited numbers of departments that have come together, under particular conditions, to create their own alternative pedagogies; (3) learning communities and linked courses, unfortunately less common than the authors had hoped; (5) reforms following K-12 initiatives, specifically Reading Apprenticeship and the writing process methods of the National Writing Project; (6) the formation of Faculty Interest Groups to stimulate faculty discussions that might in turn lead to reforms.

How Diverse Schools Affect Student Mobility: Charter, Magnet, and Newly Built Campuses in Los Angeles

Luke Dauter, Bruce Fuller. Policy Analysis for California Education. July 2011

In a new PACE Working Paper, Luke Dauter and Bruce Fuller, University of California, Berkeley, explore “How Diverse Schools Affect Student Mobility: Charter, Magnet, and Newly Built Campuses in Los Angeles.” Achievement often suffers when families or students change schools. Yet pupil mobility is now encouraged in urban districts like Los Angeles, as mixed-markets of charter, magnet, and pilot schools sprout.

Teacher Stability and Turnover in Los Angeles: The Influence of Teacher and School Characteristics

Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller, Luke Dauter. July 2011

In a new PACE Working Paper, Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller, and Luke Dauter, University of California, Berkeley, investigate the effects of teacher characteristics and school context on the timing of teachers’ decisions to exit schools where they teach. The two-level discrete-time survival analysis framework allows for simultaneous examinations of who exits, when, and under what conditions.

Basic Skills Instruction in Community Colleges: the Dominance of Remedial Pedagogy

Norton Grubb. Policy Analysis for California Education. July 2011

A previous working paper argued, that, to understand basic skills education, it is necessary to observe classrooms to see what the “instructional triangle” involving the instructor, students, and content is like. This working paper presents the results of observing classes in 13 community colleges. It starts with a conceptualization of instruction, distinguishing behaviorist teaching, constructivist teaching, and hybrid teaching that combines the two (as well as several other dimensions of quality), and provides various reasons why hybrid or constructivist teaching is likely to be more effective than behaviorist teaching.

Understanding the “Crisis” in Basic Skills: Framing the Issues in Community Colleges

Norton Grubb. Policy Analysis for California Education. June 2011

While increases in remedial education (or basic skills instruction or developmental education) have taken place at several levels of the education and training system, there are reasons for thinking that the issue is particularly acute in community colleges. This introductory working paper divides the problem into two. The first is the high proportion — perhaps 60 percent for the country, and 80 percent in California — of students entering colleges who assess into developmental courses. This can be explained by the pattern of dynamic inequality in American education, where inequalities among students increase as they move through the system.

Deregulating School Aid in California: How 10 Districts Responded to Fiscal Flexibility, 2009-2010

Bruce Fuller, Julie A. Marsh, Brian M. Stecher, Thomas Timar. May 2011

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 Road Ahead for State Assessments

. Policy Analysis for California Education. May 2011

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

The Quality Teacher and Education Act: First Year Report

. Policy Analysis for California Education. May 2011

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).

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

William S. Koski, Aaron Tang. Policy Analysis for California Education. 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. Policy Analysis for California Education. 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.

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