The 2022 PACE/USC Rossier Poll
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The 2021–22 academic year was profoundly challenging for California schools. Eight critical issues emerged as serious threats to student learning, the operation of schools, and even the very institution of public education: (1) gun violence, (2) politicization of and support for public education, (3) controversy over what is taught in schools, (4) student learning and well-being, (5) declining enrollment, (6) teacher shortages, (7) college affordability, and (8) long-term funding inadequacy and instability. These issues also present a threat to equity because they disproportionately affect the...

A Summary of the PACE Policy Research Panel
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More than 725,000 of California’s K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill-equipped to serve them. This brief summarizes the findings from the PACE Policy Research Panel on Special Education: Organizing Schools to Serve Students with Disabilities in California. We find opportunities for improvement in early screening, identification, and intervention; transitions into and out of special education services; educator preparation and ongoing support; and availability of mental and physical health services. Comprehensive...
Views from the 2020 PACE/USC Rossier Poll
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In the run-up to 2020 elections, where do California voters stand on key education policy issues? This report examines findings and trends from the 2020 PACE/USC Rossier poll. Key findings include rising pessimism about California education and elected officials, continued concern about gun violence in schools and college affordability, and negative opinions about higher education. However, there is substantial support for increased spending, especially on teacher salaries.

California’s College Readiness Standards and Lessons from District Leaders
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During the past decade, education leaders and policymakers have made significant investments to better align California’s K-12 and postsecondary education systems and to address persistent disparities in educational attainment by race and socioeconomic status. This report distills important lessons emerging from these efforts, integrating the analysis of statewide quantitative data used by policymakers, education leaders, and higher education systems to evaluate students’ postsecondary readiness and interviews of district leaders about their specific efforts to improve students’ college...
How Do Different High School Assessments Measure Up?
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The Smarter Balanced Assessment (SBAC), implemented in California in 2014–15 as part of the California Assessment of Student Performance and Progress, is designed to evaluate students’ levels of college and career readiness. Student scores on the Smarter Balanced Assessment are currently used for both accountability and school improvement purposes. Aligned with Common Core State Standards for college readiness, student performance on the Smarter Balanced Assessment may also predict students’ success in college in a manner similar to other commonly used assessments for predicting college...
Views from the 2019 PACE/USC Rossier Poll
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With a new governor, state superintendent and legislators in Sacramento and a diminished federal role in education, there is an opportunity for California’s leaders to take stock of recent educational reforms and make necessary improvements. There are also a host of new and looming issues in K-12 and higher education. As California’s leaders confront these and other issues, where do California voters, including parents, stand on education and education policy? The newest edition of the USC Rossier/PACE Poll shares voter perspectives on a wide range of education issues.
Implementing the Local Control Funding Formula
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This report, the next in a series by the Local Control Funding Formula Research Collaborative (LCFFRC) , presents survey responses from a statewide representative sample of California superintendents. The survey complements the LCFFRC’s four years of in-depth case study work examining the implementation of the LCFF and provides a broad picture of superintendents’ views of and experiences with the law. As with previous LCFF research, this survey is designed to help policymakers and others better understand ways in which the LCFF is affecting resource allocation and governance in California’s K...
How Do Different High School Assessments Measure Up?
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Summary
Note: See March 2019 report for updates data and analysis from this March 2018 version. In 2014, the state of California implemented the California Assessment of Student Performance and Progress (CAASPP) in order to align state assessment and accountability policies with the newly adopted Common Core State Standards (CCSS). At the heart of the new performance and accountability system is the Smarter Balanced Assessment. The Smarter Balanced Assessment is designed to evaluate a student’s full range of college- and career-readiness as defined by the CCSS. Three years after the implementation of...
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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. They find that the CAHSEE requirement had no positive effects on students’ academic skills, and a large negative impact on...
School Finance and Governance in California
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Getting Down to Facts is the largest independent investigation ever of how California governs and funds public education. It was commissioned at the request of a bipartisan group of California leaders, including the governor’s Advisory Committee on Educational Excellence, the president protem of the California Senate, the speaker of the California Assembly, the superintendent of public instruction, and the state secretary of education. The purpose of this unprecedented project was to describe California’s school finance and governance systems, identify aspects of those systems that hinder the...
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Allegations about the low performance of U.S. students compared to their counterparts in other nations repeatedly surface in the media. For example, in a recent sur­vey by the International Association for the Evaluation of Educational Achieve­ment (IEA), the U.S. ranked 15th in science in a field of 17 nations. This low showing internationally is now accepted by policy makers and repeated as part of the conventional wisdom. Business lead­ers point with alarm to the declining skills of the labor force and proclaim that the U.S. economy will lose out to Asian and European competitors. There may...