In California, policymakers and educators had already turned their attention to addressing inequities in student achievement with the passage of the Public School Accountability Act (PSAA) in 1999. PSAA provided a framework for learning with curriculum standards, and set expectations for improvement through the Academic Performance Index (API). For the ﬁrst time, schools were responsible for meeting achievement targets not just school-wide, but for racial/ethnic and socioeconomic subgroups of students.
. Policy Analysis for California Education. October 2006
. Policy Analysis for California Education. September 2006
Tom Timar is an Associate Professor of Education at U.C. Davis. He has spent much of his career focusing on education policy and governance, and school finance. He is the author of a new study which examines how schools spent High Priority Schools Grant (HPSG) Program funds.
. Policy Analysis for California Education. January 2006
Debate is well under way regarding the efﬁ cacy of the No Child Left Behind (NCLB) Act, including whether this bundle of federal rules and resources is prompting gains in student achievement. Spirited conversation will intensify as the Congress discusses how to adjust and reauthorize this ambitious set of school reforms. Both state and federal gauges of student achievement will inform this debate.
. The Relevance of Educational Research. December 2000
This paper examines the relationship between policy formation in the United States and educational policy researchers. The experience of one independent 'think tank', namely, Policy Analysis for California Education (PACE), located within universities, illustrates how research might inform policy and how it might not be victim to the problems, well rehearsed in the literature, of poor dissemination.