Our most recent seminars have been recorded and are available for streaming or download. Older seminars are also listed, although audio is not available prior to November 2008. Upcoming seminars can be found on the Seminars page.

The Center on Education Policy, Equity and Governance (CEPEG) & Policy Analysis for California Education (PACE) invite you to a

The Invisible California is a new series from Pivot and PACE that highlights the educational needs of some of the most underserved parts of California.

Join us in LA and Sacramento as we discuss the results of our research study on the educational and community landscape of the Antelope Valley, an area of Northern Los Angeles County the size of Rhode Island. The paper focuses on the rapid growth and stunning demographic changes of the school districts and communities of the region.


Valerie Lundy-Wagner, Associate Research Director at Jobs for the Future
Barry Groves, Senior Director of Educational Services at Association for California School Administrators

In 2010 the California State University system enacted a policy known as Early Start, which requires incoming students who do not demonstrate readiness for college-level math and/or English to complete remediation during the summer before entering CSU. Motivated by statewide efforts to improve persistence and completion rates in college, the goal of Early Start is to better prepare students in math and English before their first semester at CSU.

The adoption of the Local Control Funding Formula (LCFF) in 2013 marked a radical change in direction in California’s public school finance and governance system, guided by the principles of subsidiarity, equity, and continuous improvement. The members of the LCFF Research Collaborative have been working to track and analyze implementation of the LCFF over time. In this seminar members of the Collaborative will present key findings from field research during the third year of LCFF implementation.

Gov. Brown’s landmark finance reform – the Local Control Funding Formula (LCFF) –has shifted large quantities of new revenue to school districts that serve large concentrations of poor children, but less is known about how districts are distributing resources to local schools. Are the schools that educate large numbers of poor children receiving additional resources in proportion to the share of kids who generate the new revenues? Can we detect organizational improvements in these schools?

Since the settlement of the Williams v. California case California schools have been required to provide annual reports on the adequacy of their instructional materials in their School Accountability Report Cards (SARCs), in order to ensure that all students have a minimum level of access. A decade later, what do we know about the curriculum materials used in California’s schools as the state transitions to Common Core and Next Generation Science Standards?

Nearly every county and legislative district in California has a rural and/or small school district. All school districts face challenges in their efforts to implement the Common Core State Standards (CCSS), but these issues may be exacerbated among school districts located in under-resourced, isolated regions of the state. Do rural and/or small districts in California face unique challenges to CCSS implementation due to their size and location?

The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured, and shifts decisions about how to define school quality and how to support struggling schools back to states and districts. The CORE Districts’ innovative accountability system is aligned with both LCFF and ESSA requirements, and already includes many measures that the State Board of Education is considering for inclusion in California’s emerging accountability system.

During the Great Recession California school districts laid off unprecedented numbers of teachers. In this seminar, Katharine Strunk will present findings that assess the effects of receiving a layoff notice on teacher mobility and teacher effectiveness. Her analyses are based on six years of detailed panel data, including four years of teacher layoffs, from the Los Angeles Unified School District. She finds strong evidence that the receipt of a Reduction in Force (RIF) notice increases the likelihood that teachers will leave their schools, even if the teacher is not ultimately laid off.


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