New Reports

Hans Fricke, Susanna Loeb, Robert H. Meyer, Andrew B. Rice, Libby Pier, Heather Hough

School value-added models are increasingly used to measure schools’ contributions to student success. At the same time, policymakers and researchers agree that schools should support students’ social-emotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited.

Minahil Asim, Michal Kurlaender, Sherrie Reed

In this report we explore the patterns in mathematics course-taking among California public high school seniors. We describe what courses students are enrolled in and how course participation varies by key student characteristics, such as race/ethnicity, socioeconomic status, and performance level on the state’s 11th grade assessments. We also explore course-taking patterns for students eligible for California’s public four-year colleges—California State University (CSU) and the University of California (UC), and for applicants and admitted students at the CSU and UC.

Upcoming events

CORE Event Speaker: Gallagher Miller
Speakers: Alix Gallagher - Policy Analysis for California Education Rick Miller - CORE Districts
Friday, October 4, 2019 - 11:30am to 1:00pm
Tsakopoulos Library Galleria (828 I St, Sacramento, CA 95814)
PACE Speakers - Hahnel Mares Melnicoe Ramanathan Ryan
Speakers: Carrie Hahnel - Independent Consultant Terena Mares - Marin County Office of Education Hannah Melnicoe - Pivot Learning Partners Arun Ramanathan - Pivot Learning Partners Jesse Ryan - Sacramento City Unified
Friday, November 8, 2019 - 11:30am to 1:00pm
Tsakopoulos Library Galleria (828 I St, Sacramento, CA 95814)

Media


Continuous improvement

Projects

  • How does the public view California’s schools and education policy effectiveness? Do voters understand the challenges that California faces, and are they prepared to make the tough choices and tradeoffs that potential solutions entail?

  • College and career readiness is at the heart of California’s State Standards. This project examines many aspects of these standards, including how well they correlate with measures of postsecondary success across the State’s three segments of higher education.

  • This research partnership is focused on producing research that informs continuous improvement in the CORE Districts and policy and practice in California and beyond.

  • Getting Down to Facts II provides in-depth analysis of the state education system as of 2018 and looks at what is working well and where improvement is still needed. The report’s findings are contained in 35 separate studies thoroughly researched by over 100 leading academics from top research institutions across California and the United States.

  • The Local Control Funding Formula Research Collaborative (LCFFRC) brings together a diverse set of policy experts who, since 2014, have been documenting implementation of the Local Control Funding Formula (LCFF), California’s pathbreaking finance and governance system.

  • Calls for “continuous improvement” in California’s K-12 education system are central to current discussions about school improvement in the state. This project seeks to define continuous improvement both in theory and in practice and support it at all levels of the system.

  • Alignment in preschool and early elementary experiences can improve student outcomes. This project provides ways to improve alignment across grades in such elements as standards, assessments, curricula, and instructional strategies.

Policy Analysis for California Education

 
Policy Analysis for California Education (PACE) is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, the University of California Davis, the University of California Los Angeles, and the University of California Berkeley. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to postsecondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.

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