Scholars Bridge Gap between Policy, Research

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.