Benjamin W. Cottingham

Benjamin Cottingham Policy Analysis for California Education (PACE)
Benjamin W. Cottingham
Associate Director, Strategic Partnerships,
Policy Analysis for California Education, Stanford University

Benjamin Cottingham is the associate director of strategic partnerships at 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

Contributing topics
Access, quality & alignment in early childhood education
College access & postsecondary success
Continuous school improvement & support
Education finance
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
Continuous Improvement and Support Systems in California
CORE-PACE Research Partnership
COVID-19 Recovery
Organizing Schools to Serve Students with Disabilities
Commentary by Benjamin W. Cottingham
: The Urgent Need to Update District Policies on Student Use of Artificial Intelligence in Education
Benjamin W. Cottingham in the Media
: Promising Practices for Preschool and Transitional Kindergarten
: Beyond Crayons and Circle Time: What California Transitional Kindergarten Needs to Succeed
: How School Districts Are Responding to AI
: Virtual Instruction Is Here to Stay. Here Are 7 Tips for Doing It Well
: Is Remote Learning Here to Stay? Yes, But It Needs to Get Better
Publications by Benjamin W. Cottingham
Learning and Practicing Continuous Improvement
Lessons from the CORE Districts
The education sector is embracing the hope that continuous improvement will lead to more beneficial student outcomes than standards-based reform and other approaches to policies and practice in prior decades. This report examines attempts in…