Working paper series – California Builds Better Schools by PACE and the Center for Cities and Schools, at the University of California, Berkeley. California is midway through one of the grandest public infrastructure projects ever attempted. Over the coming decade school officials will complete an $82 billion effort, building new schools and renovating old facilities, supported by taxpayers and private investors. But are state officials and local planners building schools mindfully to advance educational quality and lift local communities?

In a new PACE Policy Brief, Katharine Strunk from the University of California-Davis analyzes the Collective Bargaining Agreements (CBAs) negotiated between school districts and local teachers’ unions in 464 California school districts. She shows that CBAs vary widely across districts, which suggests that school boards and unions are taking advantage of the flexibility inherent in contract negotiations to develop creative solutions to specific local problems.

A new PACE Working Paper has been released in conjunction with our Learning About New Forms of Teacher Compensation Conference on March 30 and 31, 2009. Written by Julie Koppich and Jessica Rigby, this policy primer is designed to provide baseline information about new forms of teacher pay that are emerging around the country, to support the local conversations and negotiations that will lead to the development of innovative compensation systems.

In June 2008 San Francisco voters approved Proposition A, a parcel tax initiative dedicated to improving teachers’ salaries in the San Francisco Unified School District. Proposition A also provided funding for a number of innovative teacher compensation programs, including extra pay for teachers in difficult-to-staff schools and difficult-to-fill subject areas.

This policy brief, the author reviews the recent experience of the San Francisco Unified School District (SFUSD) with the development and approval of Proposition A. Proposition A (also known as the Quality Teacher and Education Act, or QTEA) included a parcel tax mainly dedicated to increasing teachers’ salaries, along with a variety of measures introducing flexibility to the current salary schedule and strengthening accountability for teacher performance.

A new PACE policy brief summarizes the findings from a study investigating the impact of the California High School Exit Exam (CAHSEE) on California’s lowest performing students. Utilizing longitudinal data from four large urban school districts, Sean Reardon from Stanford and Michal Kurlaender from UC-Davis compare students scheduled to graduate just before (2005) and after (2006-07) the exit exam became a requirement for graduation from California high schools.

A new PACE policy brief presents an overview of the current state of school leadership in California. Susanna Loeb and Jon Valant from Stanford University examine the challenges that California must overcome to recruit, hire, train, and retain strong and talented principals, with a particular focus on the limitations of current state and district policies.

A new PACE policy brief reviews the history of the Los Angeles Unified School District over the past five decades, a history that reveals an organization pulled up from its early 20th Century Progressive Era roots. Decades of reform efforts have provided a lively audition for what a new institution of public education could look like. But public policy and the surrounding political system have created an atmosphere of continuing crisis rather than a new institutional stability.

PACE announces the publication of its policy book “Reforming Education in California: A Guide for Citizens and Candidates.” The goal of this briefing book is to support, in an informative and constructive manner, debates about the critical issues facing California education. “Reforming Education in California” is useful for candidates as well as for informed citizens as they evaluate proposed changes in education policies. This briefing book provides a package of recommendations that, if implemented, will improve the quality of education in California.

In 2005-06 almost half of the pupils in California’s public schools were Latinos, but Latinos only received about 15 percent of the BA degrees awarded by public and private colleges in the state. Texas has a comparable Latino population, but does significantly better than California in getting Latino students through college. The implication of this disparity is that California stands to produce too few graduates to fuel its cutting-edge high tech and high-end service economy.

In a new PACE policy brief, Jennifer Steele, Richard J. Murnane and John B. Willett assess the impact of California’s Governor’s Teaching Fellowship. During a two-year period from 2000-2002, California awarded a $20,000 Governor’s Teaching Fellowship (GTF) to 1,169 people enrolled in traditional, post-baccalaureate teacher licensure programs who agreed to teach in low-performing public schools for four years after earning their licenses. Schools designated as low-performing were those that ranked in the bottom half of the state’s Academic Performance Index (API).

In a new PACE Working Paper, Margaret Bridges and Bruce Fuller from the University of California, Berkeley; Andrew McEachin and Icela Pelayo, from University of Southern California; and Neal Finkelstein from WestEd, San Francisco worked together to inquire about the use of the Quality Education Investment Act funds. In 2006, Gov. Schwarzenegger and the California Teachers Association struck an innovative deal to focus about $2.6 billion on the state’s lowest performing schools over a seven-year period.

A new PACE policy brief by Douglas N. Harris of the University of Wisconsin, Madison, explores the use of value-added measures and discusses the strengths and weaknesses of value-added assessment, both as a means to assess teachers and as a means to assess schools. Current federal policies do not account for the fact that student outcomes are produced by more than just schools. As a result, they fail to follow what Douglas Harris calls the “Cardinal Rule of Accountability”: hold people accountable for what they can control.

There is widespread agreement that many of California’s high schools are doing a poor job of preparing their students for college and careers. The James Irvine Foundation is sponsoring a major initiative to develop “Multiple Pathways” –– now called the Linked Learning approach –– as a strategy for improving the performance of California high schools. To inform this effort, the Foundation asked PACE to gather evidence on the cost of linked learning programs. This report by Ace Parsi, University of California, Berkeley, David N.

California’s school finance system is notoriously complex. Its critics have long advocated for simplifying funding streams and returning authority to local school boards. In 2009 the state partially acquiesced, giving districts significant flexibility over the funds from 40 categorical programs. This flexibility provides an opportunity to see how districts respond when released from categorical funds. However, Tier 3 flexibility was adopted during a severe budget crisis, and most districts have been trying simply to maintain core services.

A new PACE policy brief by W. Charles Wiseley, CTE Specialist at the California Community Colleges Chancellor’s Office, examines both the scarcity and the effectiveness of contextualized developmental math in the 110 public California Community Colleges (CCC) during the 2006-2007 academic year. Recent research on students entering California community colleges found that less than one in ten students who enter at the basic arithmetic or pre-algebra math level successfully complete college-level math.

A new PACE policy brief, by William S. Koski, Professor of Law and Director of the Youth and Education Law Project at Stanford University and Aaron Tang law student at Stanford Law School and former teacher in St. Louis, Missouri, examines teacher employment and collective bargaining laws in California.

In June 2008, the voters of San Francisco passed the Quality Teacher and Education Act (QTEA) with a 69.8% majority, authorizing the San Francisco Unified School District (SFUSD) to collect $198 per parcel of taxable property, indexed annually for 20 years.

The Rennie Center for Education Research & Policy and Policy Analysis for California Education (PACE) have jointly produced a report that offers policy guidance for a new generation of state assessments aligned to the Common Core State Standards. The report, The Road Ahead for State Assessments, aims to inform the work of the two U.S.

In a new report, “Deregulating School Aid in California: How 10 Districts Responded to Fiscal Flexibility, 2009-2010,” Bruce Fuller, Julie Marsh, Brian Stecher and Tom Timar detail how leaders in 10 California school districts are responding to the deregulation of $4.5 billion in education funding. Sacramento policymakers have freed local educators from the specific guidelines that previously regulated spending on 40 categorical-aid programs. These program funds became entirely flexible in 2009, and local school boards could decide how to allocate these resources.

In the first of eleven PACE Working Papers, W. Norton Grubb et al, frame the issues surrounding basic skills instruction in California Community Colleges. While increases in remedial education (or basic skills instruction or developmental education) have taken place at several levels of the education and training system, there are reasons for thinking that the issue is particularly acute in community colleges. This introductory working paper divides the problem into two.

In the second of eleven PACE Working Papers, W. Norton Grubb et al, continue their analysis of basic skills education in California Community Colleges. A previous working paper argued, that, to understand basic skills education, it is necessary to observe classrooms to see what the “instructional triangle” involving the instructor, students, and content is like. This working paper presents the results of observing classes in 13 community colleges.

In a new PACE Working Paper, Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller, and Luke Dauter, University of California, Berkeley, investigate the effects of teacher characteristics and school context on the timing of teachers’ decisions to exit schools where they teach. The two-level discrete-time survival analysis framework allows for simultaneous examinations of who exits, when, and under what conditions.

California's system of school finance is highly regulated and prescriptive. A large share of state funding is allocated through categorical programs; that is, programs whose funding is contingent on districts using the money in a particular way or for a particular purpose. In 2008–09, the strings were taken off 40 of those programs, collectively known as the "Tier 3" programs, as part of a budget deal that also reduced the funding for those programs.

California's system of school finance is highly regulated and prescriptive. A large share of state funding is allocated through categorical programs, that is, programs whose funding is contingent upon districts using the money in a particular way or for a particular purpose. In 2008–09, the strings were taken off 40 of those programs, collectively known as the "Tier 3" programs, as part of a budget deal that also reduced the funding for those programs.