Despite investing in education data systems, California produces little information on how to provide an effective education for its students, according to a 36-study analysis by the Policy Analysis for California Education Center at Stanford University. The study finds that...
In 2007, researchers associated with Stanford University released “Getting Down to Facts”–a massive compilation of studies of the California K-12 public school system. The hundreds of pages of voluminous research allowed both the state education establishment and its critics to...
This week, Louis and John pick out the highlights of the voluminous set of research reports on preK-12 education in California, Getting Down to Facts II, which was released Monday. The 36-study project, organized by Stanford University, examines pressing issues...
A troubling new research project finds that the achievement gap among California’s 6 million school children begins as early as kindergarten. What contributes to this startling inequity and what can be done to narrow the gap?
A troubling new research project finds that the achievement gap among California’s 6 million school children begins as early as kindergarten. What contributes to this startling inequity and what can be done to narrow the gap?
In advance of a newly-elected Governor and State Legislature, a comprehensive study of the California PreK-12 education system was released earlier this week. The study, Getting Down to the Facts II, is the second effort to highlight the analysis and...
New research detailed in a report titled "Getting Down To Facts II" examines how California’s students are still lagging behind their peers nationwide, with minority, low-income or special education students typically faring the worst.
Both sides of California’s neoliberal divide will find something to like in “Getting Down to Facts II,” the sweeping new report on the state of public education released this week by Stanford University and PACE (Policy Analysis for California Education)...
Researchers from Stanford University and Policy Analysis for California Education (PACE) released a new study on K-12 education in California this week. Dr. Susanna Loeb, Principal Investigator, and Dr. Heather Hough, Executive Director of PACE will join us to discuss...
EdSource interviews with Sean Reardon and Deborah Stipek, professors at the Stanford Graduate School of Education, about their contributions to the research project on California public education, Getting Down to Facts II. Reardon’s research found that California’s low-income children entered...
California is lagging behind other states in properly overseeing the rise of charter schools and needs to do more to close the achievement gap for English learners, according to a research report released on Monday. The report from Stanford University...
In a newly released study, Susan Moffitt, director of the Taubman Center for American Politics and Policy at Watson, partners with Susanna Loeb, new director of the Annenberg Institute of School Reform, and other researchers for Getting Down to Facts...
In 2007, researchers associated with Stanford University released “Getting Down to Facts,” a massive compendium of studies of California public education. Here was arguably the key takeaway: Public schools have many needs that would benefit from additional funding, but no...
Statement of John Affeldt, Public Advocates Managing Attorney & Education Program Director on Publication of Getting Down to Facts II Studies regarding California Public Schools. We welcome this new research and the contributions it can make to productive policymaking in...
en years ago California’s K-12 education system had the equivalent of a physical exam. Education experts from 32 universities and research organizations across the country studied its inner workings and effectiveness. They examined the state’s school finance and governance systems...
A decade ago, an academic research team produced a massive report on the shortcomings in how California’s K-12 schools educate about 6 million children and adolescents. The “Getting Down to Facts” report was issued just as a very severe recession...
A new study released last week concluded the implementation of California’s school finance reform, with money targeted to address the needs of students and local districts, is making a significant difference in student outcomes, narrowing achievement gaps between groups of...
California’s sweeping education reforms championed by Gov. Jerry Brown have resulted in higher graduation rates and especially sizable gains in math among low-income students in the 11th grade, according to a new study.
New research shows that California’s landmark overhaul of public education finance and accountability is narrowing achievement gaps between groups of students and helping parents learn about school progress, the state Department of Education reported Tuesday. The Learning Policy Institute late...
California’s Local Control Funding Formula (LCFF), the school finance overhaul enacted in 2013, is having a measurable positive impact on students’ academic achievement and graduation rates, improving outcomes and narrowing gaps, according to a study released today by the Learning...
One in 4 California school districts received notice that they must work with county offices of education or with a new state agency to improve the education of at least one of their student groups that were ranked among the...
Some low-income students in California could face a steep fee increase for Advanced Placement exams this spring following the elimination of a federal subsidy. The cost for each AP exam for these students could climb from $5 or $15 to...
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 2017 full-day conference will engage with...
Researchers conducted an experiment to determine if incentives could improve low-income students' attendance in tutoring programs provided through Supplemental Education Services (SEdS). Three groups of 5th-8th graders were formed: one offered a $100 reward for regular attendance, another receiving certificates of recognition, and a control group without incentives. Surprisingly, the monetary reward didn't increase attendance, while the certificate group attended 40% more sessions than the control. This contrasts with past studies showing monetary incentives for improved test scores as ineffective, suggesting that mere rewards may not enhance skills without additional support. The certificate approach proved cost-effective, costing $9 per student versus $100 for the monetary incentive. However, wider implementation's effectiveness might diminish due to students' varied perceptions of recognition's value, related to existing academic achievements or repeated rewards. The study's success suggests non-monetary incentives are effective and inexpensive. Policymakers and educators seeking to boost student participation in underutilized programs should consider these findings, emphasizing nuanced research into varying incentives' effectiveness and cost-efficiency to motivate student engagement. Despite these promising results, a comprehensive solution requires a deeper understanding of how different incentives affect diverse student populations and their sustained impact over time.
Students often interrupt their college education for various reasons, such as engaging in professional internships or taking voluntary breaks known as gap years or semesters. While past research has extensively explored the positive labor market outcomes of internships, little attention has been paid to their academic effects, or the impact of gap years, on students. In a comprehensive study examining over 100,000 undergraduate students across 463 U.S. institutions, internships emerged as beneficial, enhancing study habits, GPAs, satisfaction with coursework, future educational aspirations, and career ambitions. Conversely, gap years were linked to negative academic consequences, decreasing study habits, GPAs, satisfaction with college experiences, aspirations for further education, and interpersonal skill development, while increasing the preference for part-time employment post-graduation. The study suggests that institutions should promote and expand internship programs to support academic and career growth, while discouraging or providing disincentives for students considering gap years, highlighting the need for students to evaluate the academic implications before taking such breaks.
