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.
In a new PACE Policy Brief, Susanna Loeb and David N. Plank argue that to raise student performance and satisfy public expectations California’s education system must be transformed into a continuously improving system that encourages innovation, carefully measures the impact of different policies and practices, and—most importantly—learns from experience. Loeb and Plank identify the essential features of a continuously improving system, which include clear and specific goals, timely and reliable data, strong capacity to support change, decision-making flexibility, and aligned incentives.
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 this PACE Policy Brief, Julia E. Koppich puts forward a set of policy recommendations aimed at improving the quality of teaching in California’s schools. She argues that California can help to bring about sustained improvement in teaching and learning by experimenting with new policies in several areas, including professional development, evaluation, compensation, and the structure of teachers’ careers. Her policy brief includes descriptions of innovative programs in each of these areas that are now being implemented in school districts across the U.S.
Jennifer Imazeki of San Diego State University analyzes recent performance trends in California’s education system in Meeting the Challenge: Performance Trends in California Schools, a new PACE Policy Brief. Imazeki shows that California students have generally held steady or improved their academic performance across grades and subject areas in recent years, in spite of growing financial and demographic challenges in the state’s schools.
A PACE Policy Brief by Susanna Loeb, Tara Beteille and Maria Perez of Stanford University explains why California must accelerate its efforts to create an effective data system for collecting and using vital school information. Building an Information System to Support Continuous Improvement in California Public Schools highlights the elements of an effective data system, with a particular focus on issues related to data collection.
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.
In a PACE document prepared for the Convening on California Education Policy on October 19, 2007, Susanna Loeb and David N. Plank present a set of policy recommendations aimed at supporting continuous improvement in California’s education system. Their recommendations address the essential features of a comprehensive education data system, and also the design and implementation of educational policies to support careful evaluation and organizational learning at all levels of the education system, from the classroom to the California Department of Education.
A new PACE Policy Brief by Anne Driscoll of the University of California at Davis explains why California must do more than expand access to community college if our state is to prepare the workforce needed to remain economically competitive in the 21st century. Beyond Access: How the First Semester Matters for Community College Students’ Aspirations and Persistence shows that fewer than half of the young high school graduates who entered California community colleges with the goal of transferring to four-year colleges in 1998 made it through their first semester with their goals intact.
In a PACE Working Paper, Co-Director Bruce Fuller and Joseph Wright offer policy and implementation lessons from two states – New Jersey and Texas – that have moved to advance preschool and K-12 finance reform in tandem. These states have assembled the puzzle pieces in differing ways, but both states are determined to widen access for families who can least afford quality preschool. The policy experiences of these states over the past quarter century yield notable lessons for current policy debate on pre-school and education finance reform in California.