Bruce Fuller

Bruce Fuller
Bruce Fuller
Professor Emeritus, School of Education,
University of California, Berkeley

Bruce Fuller is professor emeritus in the School of Education at the University of California, Berkeley. His research examines how public policies influence schools and families, particularly in efforts to decentralize education reform. Fuller explores the institutional and political challenges of designing effective policies, with studies spanning Latino communities in East Boston to impoverished communities in South Africa. He formerly served as director of Policy Analysis for California Education (PACE) and was a researcher at the World Bank. Before joining UC Berkeley, he was an associate professor of education and public policy at Harvard University and a project manager with the U.S. Agency for International Development at the U.S. Department of State. Earlier in his career, he served as a research sociologist at the World Bank and as an education advisor to the California State Legislature. He is the author of Standardized Childhood and Organizing Locally and is working on a book on civic activism and school reform in Los Angeles. Fuller earned his PhD in the sociology of education from Stanford University.

updated 2025

 

 

Publications by Bruce Fuller
Strong Returns from a $19.5 Billion Investment
The LAUSD invested over $19B to build 130 new facilities to relieve overcrowded schools. A PACE policy brief analyzed its effects on student achievement and found robust gains for many elementary-school pupils who switched from old to new facilities…
How Districts Responded to Flexibility in Tier 3 Categorical Funds in 2010–2011
California's system of school finance is highly regulated and prescriptive. A large share of state funding is allocated through categorical programs, that is, programs whose funding is contingent upon districts using the money in a particular way or…
Charter, Magnet, and Newly Built Campuses in Los Angeles
This paper examines the impact of pupil mobility in urban districts like Los Angeles, where families are encouraged to switch schools due to the growth of mixed-markets of charter, magnet, and pilot schools. African American and White students are…
The Influence of Teacher and School Characteristics
This study explores how teacher characteristics and school context affect the timing of teacher exits from schools, using a two-level discrete-time survival analysis framework. Results for Los Angeles Unified School District show that school context…