Benjamin W. Cottingham
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Benjamin W. Cottingham
Associate Director, Strategic Partnerships,
Policy Analysis for California Education, Stanford University
Benjamin Cottingham is the associate director of strategic partnerships at Policy Analysis for California Education (PACE). His work focuses on the development of organizational conditions that support the continual improvement of student outcomes across California’s education system. He examines how California’s county offices of education support continuous improvement. He is involved with several research partnerships, including the CORE-PACE partnership, studying the impact of networked improvement communities on at-risk student populations. Cottingham received his master’s in education policy from Stanford University.
updated 2021
Publications by Benjamin W. Cottingham
Learning from California Education Partners’ Collaborations
Districts in California (and across the country) work hard to improve instruction and student outcomes. Many attempts at new reforms fail to achieve their desired outcomes, however, and are rapidly replaced by new initiatives. California Education…
Translating Sierra House Elementary School’s Pilot Practices Across Lake Tahoe Unified School District
Districts in California (and across the country) work hard to improve instruction and student outcomes. Many attempts at new reforms fail to achieve their desired outcomes, however, and are rapidly replaced by new initiatives. California Education…
Grass Valley School District’s Progress Towards P–3 Coherence in Literacy
Districts in California (and across the country) work hard to improve instruction and student outcomes. Many attempts at new reforms fail to achieve their desired outcomes, however, and are rapidly replaced by new initiatives. California Education…
How California Districts Create Access and Coherent Systems
California’s ambitious investment in Universal Transitional Kindergarten (UTK) reflects a commitment to providing access to UTK for all 4-year-olds in public schools by the 2025–26 academic year. However, the implementation of transitional…