• Community Voices: California Preschool Directors Speak on Policy Options

    Bruce Fuller, Kathryn Gesicki, Thea Sweo, Sunyoung Jung. Policy Analysis for California Education. January 2007

    PACE’s statewide survey of 439 directors of community preschools, those funded outside of school districts, inquired about basic facts and their perceptions of long-term issues. Preschool access and quality remain unfairly distributed among California’s diverse communities. Persisting questions examined include how to grow more plentiful and higher quality preschools, and how to ensure a robust balance between organizations run by schools or community organizations.

  • District Dollars: Painting a Picture of Revenues and Expenditures in California’s School Districts

    Susanna Loeb. Policy Analysis for California Education. December 2006

    PACE Co-Director Susanna Loeb has published a report analyzing the revenues and expenditures of California schools districts. The report, entitled “District Dollars: Painting a Picture of Revenues and Expenditures in California’s School Districts” was co-authored by Jason Grissom and Katharine Strunk. It was released in March 2007, along with the other “Getting Down to Facts” studies. In their report the authors examine spending and revenues across districts and across time, and compare the patterns that they observe in California to patterns in other states.

  • Crucial Issues in California Education, 2006: Rekindling Reform

    . Policy Analysis for California Education. November 2006

    Crucial Issues in California Education, 2006 provides the education community with an overview of key policy topics grounded in lessons learned from recent research and practice. Authors locate issues within the context of the state’s standards and accountability system and current fiscal realities. Each chapter includes demographic and historic perspective, data and analysis, and proposals for long-term structural remedies. Crucial Issues serves as a dynamic reference volume for anyone interested in today’s education policy landscape.

  • Snapshots of Reform: District Efforts to Raise Achievement across Diverse Communities in California

    Elisabeth L. Woody, Soung Bae, Sandra Park, Jennifer Russell. Policy Analysis for California Education. October 2006

    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.

  • State Strategies To Improve Low-Performing Schools: California's High Priority School Grants Program

    Thomas Timar. 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.

  • Is the No Child Left Behind Act Working? The Reliability of How States Track Achievement

    Bruce Fuller, Kathryn Gesicki, Erin Kang, Joseph Wright. 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.

  • Bridging Education Research and Education Policymaking

    Michael Kirst. 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.

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