Scholars Bridge Gap between Policy, Research

Policy Analysis for California Education
Michael W. Kirst
Stanford University
James W. Guthrie
Policy Analysis for California Education
Gerald C. Hayward
Policy Analysis for California Education
Allan R. Odden
University of Wisconsin–Madison
Jacob E. Adams, Jr.
Claremont Graduate University


Two years ago, in the midst of a heated debate in the California legislature over whether to eliminate the Commission on Teacher Credentialing, a proponent of the proposal stood up, waved a red, white, and blue publication, and declared: "PACE says eliminate this."

Leaping to his feet, a supporter of the commission waved his own copy of the re­port and shouted: "No it doesn't!"

The incident exemplifies the growing role that PACE—Policy Analysis for California Education—has played in the often vigorous debates waged on school issues in California since its creation in 1983.

At a time when many states are seeking a broader base of information in which to base their education policies, the universi­ty-based research center offers at least one model for providing such data.

PACE's mission is to provide policy­ makers with a "nonpartisan, objective, independent body" of information about K–12 schooling in California. According to both lawmakers and educators, its numerous analyses on the state's schools have provided an invaluable source of in­ formation during one of the most active education-reform periods in the state's history.

As one advocate put it, PACE has helped to "provide a much better feel for what is actually happening in education."

This article was originally published in Education Week by Editorial Projects in Education.

Suggested citationKirst, N. W., Guthrie, J. W., Hayward, G. C., Odden, A. R., & Adams, J. E., Jr.  (1987, April). Scholars bridge gap between policy, research [Article]. Policy Analysis for California Education.