New Reports

Julia E. Koppich, Deborah J. Stipek

This 2019 PACE study found the depth and strength of California districts’ preK–3 alignment efforts to vary considerably. As preK–3 alignment is not an explicit state priority, districts do not feel obligated to focus on it in the face of many other demands. Divergent beliefs among districts about the role and purpose of preschool can enhance or inhibit alignment efforts, as can the formal roles of district preK directors and elementary principals who have preKs on their campuses. Different licensing requirements for preK and elementary teachers as well as the complicated web of regulations associated with different funding streams influence the strength of alignment efforts. Even within these constraints, however, there are many steps districts can take to improve preK–3 alignment.

Ed Manansala, Benjamin W. Cottingham

County offices of education (COEs) are expected to provide ongoing support to districts and other local education agencies to drive continuous improvement within California’s education system. Fulfilling this role has required COEs to carry out their historical role as compliance monitors while simultaneously developing the necessary mindsets, skills, and structures and process to build the capacity for continuous improvement within their own offices and the districts they serve.

Upcoming events

PACE Speakers - Cohen Hurtt Kurlaender Singh
Speakers: Kramer Cohen - University of California at Davis Alexandria Hurtt - University of California at Davis Michal Kurlaender - University of California at Davis Jenny Singh - California Department of Education
Friday, March 13, 2020 - 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?

  • 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.

  • 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.

  • 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.

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

  • 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.

  • This work documents the important collaboration between LEAs, higher education segments, workforce groups, and community organizations to improve college and labor market outcomes across California communities.

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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