Joe Witte

Joe Witte
Joe Witte
Former Quantitative Research Manager,
Policy Analysis for California Education, Stanford University

Joe Witte was the quantitative research manager at Policy Analysis for California Education (PACE). He previously served as a principal consultant for the Illinois State Board of Education in Chicago. His work at both organizations has focused on providing high-quality, actionable data in order to inform and support education policymakers and stakeholders. He was a research fellow with FairVote and a literacy tutor with The Literacy Lab. He is currently a remote undergraduate learning assistant with Oregon State University. Witte earned his BA in public policy analysis from Pamona Collage and an MPP with a concentration in education policy from the University of Chicago. He also holds a computer science degree from Oregon State University.

updated 2025

Contributing topics
Continuous school improvement & support
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Organizing Schools to Serve Students with Disabilities
Joe Witte in the Media
: Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being
: 4 New Evidence Briefs to Help Students During and After the COVID-19 Pandemic
: California Data Show Flaws in Federal Regulations
: CORE Districts Turn Spotlight on Struggling Student Groups
Publications by Joe Witte
EdResearch for Recovery Brief
Evidence-Based Practices for Assessing Students’ Social and Emotional Well-Being
This brief is one in a series aimed at providing K–12 education decision makers and advocates with an evidence base to ground discussions about
PB Cottingham July 2020
Supporting Learning in the COVID-19 Context
Research to Guide Distance and Blended Instruction
This suite of publications provides 10 recommendations based on the PACE report to help educators and district leaders provide high-quality instruction through distance and blended learning models in the 2020-21 school year. Despite the challenges…
Policy Brief Gee February 2020
Students with Disabilities in the CORE Districts
Characteristics, Outcomes, and Transitions
The CORE districts studied characteristics, outcomes, and transitions of students with disabilities (SWDs). Specific learning disability was the most common type. Males, African Americans, English learners, and foster youth were overrepresented.…
memo
Identity Crisis
Multiple Measures and the Identification of Schools Under ESSA
This report examines the Every Student Succeeds Act (ESSA) and how schools can be identified for support and improvement using a multiple measures framework. The authors find that different academic indicators measure different aspects of school…