In 2004, leaders in the California State University system, collaborating with the state Department of Education and the State Board of Education, developed a novel and much-noted effort to help college-bound high school students determine their readiness for postsecondary academics...

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For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.

April 22, 2009 | Stanford News

Graduation rates for low-achieving minority students and girls have fallen nearly 20 percentage points since California implemented a law requiring high school students to pass exit exams in order to graduate, according to a new Stanford study. The new study...

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"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.