Yearly Archives: 2007


December 14, 2007 Seminar

“Policies to Support Better Teaching”
Julia Koppich – Koppich and Associates

Julia Koppich is an expert on teacher professionalism and the new teacher unionism, and a regular consultant to policy-makers and teachers associations across the United States and abroad. Better teaching is the key to improving the academic performance of schools and students, and the “Getting Down to Facts” studies identified a number of obstacles to better teaching in California’s education system. In this seminar Dr. Koppich discussed policy options that might help to overcome these obstacles and support effective instruction for all students.

Our apologies, but this seminar predates our audio recording feature

Reshaping Personnel Policies to Improve Student Achievement

In a PACE document prepared for the Convening on California Education Policy on October 19, 2007, Julia E. Koppich and Amy Gerstein present a set of policy recommendations that address issues related to human capital and personnel in California’s education system. They offer nine specific recommendations under three main headings: Differentiated Roles and Compensation, Evaluation and Accountability, and Making Successful Practices Visible.

Continuous Improvement in California Education: Data Systems and Policy Learning

In a PACE document prepared for the Convening on California Education Policy on October 19, 2007, Susanna Loeb and David N. Plank present a set of policy recommendations aimed at supporting continuous improvement in California’s education system. Their recommendations address the essential features of a comprehensive education data system, and also the design and implementation of educational policies to support careful evaluation and organizational learning at all levels of the education system, from the classroom to the California Department of Education.

October 12, 2007 Seminar

“The Economic Consequences of School Performance”
Eric Hanushek – Hoover Institution

In this seminar Dr. Hanushek presented data on how California’s schools compare to schools elsewhere, and explained why school improvement is essential for our state’s economic future.

Our apologies, this seminar predates our audio recording feature

Beyond Access:  How the First Semester Matters for Community College Students’ Aspirations and Persistence

A new PACE Policy Brief by Anne Driscoll of the University of California at Davis explains why California must do more than expand access to community college if our state is to prepare the workforce needed to remain economically competitive in the 21st century.  Beyond Access:  How the First Semester Matters for Community College Students’ Aspirations and Persistence shows that fewer than half of the young high school graduates who entered California community colleges with the goal of transferring to four-year colleges in 1998 made it through their first semester with their goals intact.  One quarter of these young people did not return for the second semester, and barely half of those who returned still planned to transfer to four-year schools.  Approximately 40 percent of those who aspired to transfer to four-year colleges when they entered community college ultimately achieved their goal. Driscoll’s analysis illuminates the decisive importance of the first semester in students’ post-secondary academic careers, and suggests that providing additional guidance and support to students as they enter college for the first time could yield big dividends in terms of student persistence and eventual transfer.

Parallel Play – Preschool and K-12 Finance Reform in New Jersey and Texas

In a PACE Working Paper, Co-Director Bruce Fuller and Joseph Wright offer policy and implementation lessons from two states – New Jersey and Texas – that have moved to advance preschool and K-12 finance reform in tandem. These states have assembled the puzzle pieces in differing ways, but both states are determined to widen access for families who can least afford quality preschool.  The policy experiences of these states over the past quarter century yield notable lessons for current policy debate on pre-school and education finance reform in California.

Making Sense of Career-Technical Education: Options for California

A PACE Policy Brief by W. Norton Grubb and David Stern. Career-technical education (CTE) is back in the policy spotlight, as Governor Schwarzeneggger and key legislators seek strategies to strengthen California’s much-criticized high schools. Some forms of CTE that integrate academic with occupational content could usefully be expanded to provide high school students with multiple pathways to college and careers. This strategy, which we call “CTE/multiple pathways,” is more feasible and desirable for California high schools than other approaches to CTE — including the traditional vocational education of the past century, the “dual” systems developed in Austria and Germany, or the sophisticated technical training provided in community colleges.

California Principals’ Resources: Acquisition, Deployment, and Barriers

Fuller, Bruce; Loeb, Susanna; Arshan, Nicole; Chen, Allison; and Yi, Susanna (2007), Policy Analysis for California Education (PACE).