Publications

Decentralizing Resources in Los Angeles High Schools – California’s Quality Education Investment Act

Margaret Bridges, Bruce Fuller, Andrew McEachin , Icela Pelayo, Neal Finkelstein. Policy Analysis for California Education. July 2010

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.

Do Financial Incentives Draw Promising Teachers to Low-Performing Schools? Assessing the Impact of the California Governor’s Teaching Fellowship

Jennifer Steele, Richard J. Murnane, John B. Willett. Policy Analysis for California Education. May 2010

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).

California’s Impending College Graduate Crisis and What Needs To Be Done About It

Martin Carnoy. Policy Analysis for California Education. April 2010

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.

Reforming Education in California: A Guide for Citizens and Candidates

. Policy Analysis for California Education. April 2010

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.

There's Lots to Learn from L.A.: Policy Levers for Institutional Change

. Policy Analysis for California Education. January 2010

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.

Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation

Sean Reardon, Michal Kurlaender. Policy Analysis for California Education. September 2009

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.

Leaders for California’s Schools

Susanna Loeb, Jon Valant. Policy Analysis for California Education. September 2009

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.

The Quality Teacher and Education Act in San Francisco: Lessons Learned

Heather Hough. Policy Analysis for California Education. July 2009

This policy brief, Heather Hough from Stanford University 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.

The Development of a Teacher Salary Parcel Tax: The Quality Teacher and Education Act in San Francisco

Heather Hough. Policy Analysis for California Education. April 2009

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.

Alternative Teacher Compensation – A Primer

Julia E. Koppich, Jessica Rigby. Policy Analysis for California Education. March 2009

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.

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