Dr. Heather Hough has been named PACE’s new Executive Director, after an extensive national search. Dr. Hough brings a unique combination of experience in policy research and practice improvement, and has worked with PACE in various capacities since 2008. PACE will also bring in three new Faculty Directors: Christopher Edley, Jr. from UC Berkeley, Cecilia Rios-Aguilar from UCLA, and Deborah Stipek from Stanford University, who will join Julie Marsh (University of Southern California) and Michal Kurlaender (UC Davis) in providing strategic leadership for PACE.
07/25/2018. Education Week
Hans Fricke, the director of quantitative research at Policy Analysis for California Education, which is based at Stanford, and a collaborator on this study, says the findings show that it's possible to overdo it when it comes to giving parents advice.
"You have to be careful how much you actually try to get across at any point and time," said Fricke. "Otherwise, you might risk that parents opt out of it or don't pay attention anymore."
California’s superintendents overwhelmingly support the state’s Local Control Funding Formula (LCFF) and its underlying goal of promoting more equitable allocation of resources for high-needs students, according to the first comprehensive survey of how district superintendents view the five-year old law.
In “Superintendents Speak: Implementing the Local Control Funding Formula,” being released June 27 by the Local Control Funding Formula Research Collaborative (LCFFRC)*, 94 percent of the 350 superintendents surveyed agree with the statement, “Students with greater needs should receive additional resources.”
Congratulations to Dr. Susanna Loeb! A joint resolution of the California State Legislature is passed recognizing Dr. Loeb for 20 years of contributing to California Education. The resolution is signed by Senator Ben Allen, of the 26th Senatorial District, and Assembly member Patrick O’Donnell, of the 70th Assembly District.
03/08/2018. PACE Youtube
In 2013, the California Legislature adopted the Local Control Funding Formula (LCFF), which brought about radical changes in the way in which the state finances schools and in the state’s educational governance and accountability policies. The LCFF made the distribution of school funding more rational and more equitable and shifted responsibility for most spending decisions to local actors.
05/01/2017. Policy Analysis for California Education
California’s school funding law, the Local Control Funding Formula (LCFF), has strong support and is helping some school districts’ spending become more strategic and targeted, but law is still “a work in progress,” researchers say
Implementation of the law is uneven, equity purposes not universally understood, and LCAP template needs overhaul, according to new report by the Local Control Funding Formula Research Collaborative
01/18/2017. Policy Analysis for California Education
FOR IMMEDIATE RELEASE January 16, 2017 CONTACT: Daisy Gonzales Cell: 650-724-2834 More than two hundred education leaders will gather in Sacramento on January 27, 2017 for the inaugural Research and Policy Conference presented by Policy Analysis for California Education (PACE). The conference will focus on three themes: funding adequacy, teacher quality, and strengthened alignment between K-12 and post-secondary education.
Authors: Dr. Sarah Ryan (EDC) and Dr. Robert Ream (UCR)
Improving bachelor’s degree attainment among Hispanic individuals should be at the top of the policy agenda in California, where nearly 40 percent of the population identifies as Hispanic or Latino.
By Daisy Gonzales
Social Emotional Learning (SEL) has become a pillar of innovative learning. In California, we have started a thoughtful conversation on how managing emotions, setting positive goals, showing empathy for others, and maintaining positive relationships connects to overall educational success.
11/03/2016. Education Week
By Charles Taylor Kerchner
In school accountability, flashlights work better than hammers.
That's the oft-repeated argument of California's CORE districts, a data collaborative now serving over 1.8-million students. It's generally recognized that the practice of using data to bash schools—commonly known as naming and shaming—doesn't help them get better. But it's still an open experiment whether illuminating school problems with more focused data will do a better job.