Sherrie Reed Bennett

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Sherrie Reed Bennett
Executive Director, California Education Lab, School of Education,
University of California, Davis

Sherrie Reed Bennett is executive director of the California Education Lab at the UC Davis School of Education, where she manages and directs faculty research efforts. Her work supports major collaborations among California’s public education segments, including formal partnerships with the California Department of Education, the University of California Office of the President, the California State University Chancellor’s Office, the California Community College Chancellor’s Office, and the California Student Aid Commission. Her research focuses on school reform, with studies on charter school accountability, student perceptions of school climate, and school finance in California’s charter and traditional public schools. She was previously  director of research for New Tech Network and worked in K–12 education as a special education teacher, school administrator, and charter school developer. Reed Bennett earned her BA in secondary education and an MA in special education from the University of Northern Colorado, and a PhD from the University of California, Davis.

updated 2025

Publications by Sherrie Reed Bennett
An Update on Dual Enrollment Participation Among Public High School Graduates
California policymakers and educators are promoting dual enrollment to boost educational attainment and equal access to postsecondary opportunities. Assembly Bill 288, enacted in 2016, encouraged high school-community college collaboration, and…
Dual Enrollment Participation From 9th to 12th Grade
This infographic, from PACE and Wheelhouse, examines participation in dual enrollment among 9th to 12th graders. The data show that about 10 percent of all California public high school students enrolled in community college courses in 2021–22, but…
This extended infographic provides an updated look at Career Technical Education (CTE) pathway completion among California public high school graduates and at how completion patterns vary by student race/ethnicity, gender, and CTE industry sector.
Completing the A–G course sequence is the standard pathway to college for CA high school graduates; however, findings indicate substantial variation in A–G enrollment and completion rates across student subgroups and schools. This brief describes…