The PACE Annual Conference in January 2024 will bring together California policymakers, researchers, and education leaders to address critical questions about the state's public education system and explore transformative actions for improvement at all levels, from early childhood through higher education.

Two years after schools returned to in-person learning, the state’s Smarter Balanced scores show disappointingly little improvement. Nearly two-thirds of California students failed to meet math standards for their grade level, and more than half fell short of the standards for English. But while the pandemic was devastating for families, students and schools, test scores were languishing even before Covid. EdSource’s Anne Vasquez and John Fensterwald hosted this webinar along with PACE Heather J. Hough and a panel of educators and policy experts to explore this topic and more.

PACE’s 2023 conference marks many important milestones: our first in-person annual conference since the start of the pandemic, the 10-year anniversary of the implementation of the Local Control Funding Formula, and the 40-year anniversary of PACE’s founding.

Districts across California are working on three discrete but related challenges as they address the impacts of COVID-19 on teaching on learning: 1) What do we do now to support student learning before school year ends; 2) What can we do in the Summer to mitigate the disparate impact of distance learning; and 3) What should we be designing for the Fall to best meet the needs of students, teachers and families. Expanded learning providers are critical partners for all three challenges.

This webinar will present findings from two forthcoming publications on community schools: the PACE brief “Community Schools: A Coronavirus Recovery Strategy;” and “Creating Strong Community Schools: The Role of California Counties in Providing Technical Assistance” by the Learning Policy Institute. The webinar will also feature perspectives from leaders at the school and county levels who will speak to what it takes to launch and sustain community schools.

This webinar was the second in a three-part webinar series on special education featuring new research on the status of special education in California and paths forward for organizing schools to better support students with disabilities. This webinar covered Universally Designed Teaching, Teacher Preparation, Teacher Shortages, and Teacher Development.

PACE’s annual conference brings together nearly 300 California policymakers, researchers, and education leaders to discuss new research and approaches to improving educational outcomes for California’s students, from early childhood through higher education.

Over the past 10 years, California's PreK-12 public school system has seen transformative changes in almost every arena, from academic standards and accountability to resource allocation through the funding formula. The Getting Down to Facts II project brought together over 100 of the country's top education scholars to examine these changes and assess our progress. The project's 36 studies focused on student success, governance systems, personnel issues, and school finance, and together, they can help build a common understanding of where we are that can be used to guide further improvements.

Education experts from PACE, LPI, and Opportunity Institute present a Plenary Session introducing CA’s education system to education scholars and leaders from countries around the world. They will discuss the historical roots of the many challenges facing CA’s schools and teachers, promising changes in the state’s education policy framework, and ongoing concerns about whether new policies will lead to meaningful improvements in the education policy framework, and ongoing concerns about whether new policies will lead to meaningful improvements in the education provided to CA students.

The Center on Education Policy, Equity and Governance ( CEPEG) & Policy Analysis for California Education ( PACE) invite you to a Policy Forum for Candidates for State Superintendent of Public Instruction.

Including students with learning disabilities in traditional schools and classrooms has been an increasing priority in CA. A current study surveys a cohort of graduating teaching candidates from a large research university. It examines what factors of candidates’ preparation related to feeling prepared to work with these students. Findings indicated candidates who believed that edTPA was an effective tool for becoming a teacher also believed that the assessment helped prepare them to work with students with learning disabilities. Implications for preparation and policy are discussed.

JFF will briefly present key findings from a recently released study on the second year of CCPT implementation (2015-2016) that focuses largely on three issues: changing mindsets about career and technical education, improving communication among stakeholders, and building sustainable regional networks. The seminar will highlight CCPT implementation successes and challenges through the lens of regional career pathway development, particularly the connections between school districts and community colleges and ideas for strengthening them.

PACE’s inaugural conference is the premier event for policymakers, researchers, advocates and other leaders working to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement of California’s education system. Our full-day conference will engage with three key education policy issues: school funding adequacy, teacher policies and cross-system-alignment. Registered participants will learn about the key policy debates and research based best-practices through conference plenaries and workshops.

During the Great Recession, California school districts laid off unprecedented numbers of teachers. In this seminar, Katharine Strunk presents findings that assess the effects of receiving a layoff notice on teacher mobility and teacher effectiveness. Her analyses are based on six years of detailed panel data, including four years of teacher layoffs, from the Los Angeles Unified School District. She finds strong evidence that the receipt of a Reduction in Force (RIF) notice increases the likelihood that teachers will leave their schools, even if the teacher is not ultimately laid off.

The Center for the Future of Teaching and Learning at WestEd is conducting research on the experiences of California teachers as they implement the new CA Standards. As a part of this work, the Center is conducting a series of focus groups to give voice to teachers in the process of implementation. In this seminar, Robert Sheffield will present findings from the first round of focus groups. In his discussion, he will offer an analysis of how the findings fit within the policy context defined by CA's new funding and accountability systems, and will present recommendations for policy leaders.

The conference will present new evidence on the scale of California’s emerging teacher shortage, with a particular focus on already critical shortages of teachers in specific fields and regions. It will also feature presentations on new approaches to teacher recruitment, preparation, and retention that might help to ameliorate the worst impacts of the shortage on California students. Presenters and panelists will include senior researchers, policy leaders, and local practitioners. This conference is cosponsored by PACE), the Learning Policy Institute, and the Education Policy Center at AIR.

A judge’s initial ruling in the Vegara v. California case would eliminate five key provisions in the state’s Education Code that govern teacher employment and dismissal. If upheld on appeal these changes would eliminate some employment protections for teachers, extending the time to “tenure” and limiting the role of seniority in decisions about employment and assignment. This forum will explore the question of whether and how these changes matter in the context of the larger challenge to provide high quality teachers for all students in California schools.

The instructional transformation that Common Core promises depends on teachers to incorporate formative assessment into classroom practice to elicit and interpret evidence, provide feedback and continuously adapt their teaching to foster students’ learning. This seminar offers an overview of what formative assessment is and why it matters. Educators and researchers will explore the challenges and opportunities in building teachers’ capacity to engage effectively in formative assessment, and identify policy and practice strategies to encourage the use of formative assessment in CA schools.

CA adopted Common Core State Standards and state and local leaders are now engaged in the implementation process. PACE has organized this conference to review the current state of CCSS implementation in California, what we have learned, and what challenges we will have to face going forward. The conference will feature presentations from state officials who are guiding the implementation effort from Sacramento, local leaders who are wrestling with the challenge of implementing CCSS in their schools and classrooms, and researchers who are monitoring the progress of CCSS in districts across CA.

School districts across California have begun working to implement the Common Core State Standards and to prepare for California’s new assessments. Policy Analysis for California Education and California County Superintendents Educational Services Association are pleased to sponsor six regional leadership sessions on CCSS Systems Implementation. These meetings will introduce you to a variety of strategies, tools and resources that your district can use to support successful implementation of the CCSS.

California’s teacher policies do not match the actual career trajectory that most new teachers follow. In this seminar, Julia Koppich and Dan Humphrey will present results from a 2013 study of California’s state policy system designed to shape beginning teachers’ careers, including induction, clear credentialing evaluation, and tenure. They will discuss several areas in which California policymakers need to reexamine the system in order to ensure that it paves the way for ensuring beginning teachers’ success in the classroom.

Research consistently shows teacher quality is a powerful determinant of student achievement gains, yet urban school districts often struggle to staff schools with qualified teachers. In this seminar, Susanna Loeb explores changes in teacher recruitment in one urban school district as a result of a salary increase. Studying a policy in SFUSD, Loeb finds a differential salary increase can improve a school district’s attractiveness within the local teacher labor market and increase both the size and quality of teacher applicant pools, having the potential to increase the quality of new-hires.

Demanding more rigorous and complex learning, the 'Common Core' presents special challenges for English learners, who now experience lots of didactic, simple instruction under current accountability systems. This conference, cosponsored by PACE and the Education Writers Association, brings together 30 journalists with four district superintendents and other experts who vividly detailed new classroom practices, early efforts to acquaint teachers, and how Common Core may drive comprehensive efforts to improve California's accountability regime.

Learn about how promising digital tools and resources are now available to help you strengthen teaching and learning in middle grades mathematics, and the policy changes that California must make to take advantage of these new opportunities. In this seminar, policy leaders and experts in education technology will share and discuss what’s becoming possible with the proliferation of digital technologies in California schools.

Recognition of the importance of school leadership has led to increased attention to recruiting and preparing school leaders. Yet, principal preparation and development programs tend to emphasize the role of principals as instructional leaders. In this seminar, Susanna Loeb discusses the findings of her leadership studies that highlight the importance of organizational leadership and the development of organizational structures for improved instruction.