Publications

  • The Antelope Valley: Over the hill and out of sight

    Laura Steen Mulfinger, Allison Carter, Hannah Melnicoe. Policy Analysis for California Education. October 2017

    The typical image of California is one of coastal cities and urban centers. But this picture leaves out much of the state and many of its residents. For large numbers of policymakers, foundations, and education leaders, these parts of our large and diverse state are “invisible.” Over the past two decades, however, these communities have emerged as some of the fastest growing and neediest parts of our state.

  • Promising Practices in School District Budgeting Under LCFF

    Mark Murphy. Policy Analysis for California Education. October 2017

    The implementation of the Local Control Funding Formula presents local education leaders with the power and flexibility to use resources in new and different ways. Taking full advantage of this opportunity requires leaders to adopt budgeting practices that highlight the tradeoffs among system goals and facilitate the reallocation of scarce resources to support their top priorities. In this brief Mark Murphy reviews the experiences of three California school districts with budget tools that increase their ability to meet their students’ needs.

  • Building Intersegmental Partnerships

    Elizabeth Friedmann. Policy Analysis for California Education. June 2017

    California’s education system is highly fragmented. K-12 schools, community colleges, and the two university systems (CSU and UC) operate under entirely separate governance structures, and rely on distinct sources of funding. As a result these different "segments" of the education system generally operate independently of one another, developing policies and practices to serve their own students with little or no effort to consult with other segments. In fact, however, addressing many of the educational issues that face our state successfully will require action by more than one segment.

  • Surprising Strengths and Substantial Needs: Rural District Implementation of Common Core State Standards

    Thomas Timar, Allison Carter. Policy Analysis for California Education. June 2017

    In August 2010, the California State Board of Education adopted the Common Core State Standards (CCSS). Three years later, the president of the State Board, Dr. Michael Kirst, noted that CCSS “changes almost everything,” including what teachers teach, how they teach, and what students are expected to learn (Kirst, 2013). Echoing his sentiments, Dr.

  • Exploring Improvement Science in Education: Promoting College Access in Fresno Unified School District

    Jorge Aguilar, Michelle Nayfack, Susan Bush-Mecenas. Policy Analysis for California Education. June 2017

    California’s Local Control Funding Formula (LCFF) requires districts to report multiple measures of student performance that reflect success in the goal of preparing students for college, career, and citizenship. As they engage in the Local Control Accountability Plan (LCAP) process, they are expected to use state and local indicator data from California’s School Dashboard to monitor student progress.

  • Paving the way to equity and coherence? The Local Control Funding Formula in Year 3

    Daniel C. Humphrey, Julia E. Koppich, Magaly Lavadenz, Julie A. Marsh, Jennifer O'Day, David N. Plank, Laura Stokes, Michelle Hall. Policy Analysis for California Education. April 2017

    This report seeks to help policymakers and others better understand ways in which LCFF implementation is changing fundamental aspects of resource allocation and governance in California’s K-12 education system. The LCFF provides all districts with base funding plus supplemental and concentration grants for low-income students, English learners, and foster youth.

  • Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement

    Heather Hough, Demetra Kalogrides, Susanna Loeb. Policy Analysis for California Education. March 2017

    This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators.

  • Accountability for Alternative Schools in California

    Jorge Ruiz de Velasco, Daisy Gonzales. Policy Analysis for California Education. February 2017

    California’s alternative education options for youth vulnerable to dropping out of school have been established at different historical points and for different student age and target populations. For purposes of this brief, we define an “alternative school” as belonging to one of six legislatively authorized types of public (non-charter) schools that meet the definitions of the Alternative School Accountability Model (ASAM). These schools are operated by different local agencies – school districts, county school boards, or juvenile justice agencies and the courts –and governed by overlapping and sometimes legislatively superseded or otherwise inoperative portions of the state Education Code. Currently, the California Department of Education (CDE) is considering the development of a new accountability system for alternative schools that aligns with Local Control Accountability Plans (LCAP) for all public schools.

  • An Effective Teacher for Every Student: Developing a Research Agenda to Further Policy Change

    Katharine Strunk, Julie A. Marsh, Paul Bruno. Policy Analysis for California Education. January 2017

    In nearly every state across the country there has been recent legislative or judicial activity aimed at amending policies that shape the quality of the teacher labor force (e.g., Marianno, 2015). At the heart of this recent legislative and judicial action is the desire to attract and retain a high-quality teacher for every classroom. That good teachers are critical to student success is not up for debate; over the last decade, research has shown that a high-quality teacher is the most important school-based input into students’ achievement and long-term outcomes.

  • LCFF: How Can Local Control Keep the Promise of Educational Equity in CA?

    . Policy Analysis for California Education and The Opportunity Institute. October 2016

    Funding, resources, and effective teachers have been inequitably distributed across American schools for decades — contributing to vast opportunity and achievement gaps between high-need students and their more privileged peers.

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