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 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

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
: Is Remote Learning Here to Stay? Yes, But It Needs to Get Better
: Examining the Evidence: Catching Kids Up at a Distance
: New Brief Highlights Ways of Improving Distance Learning for the Youngest Students
: Teachers Balance Need to Cater to In-Person, Online Students Simultaneously
: When Schools Are Open Amid Covid Pandemic, Online Learners Feel Shortchanged
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…