• | Capitol Weekly

    Carol Kocivar, past president of the California PTA and current legislative advocate for the group, said the initiative is a “smart way” to raise money for the state’s schools.

    She pointed to the September study “Getting Down to Facts II” coordinated by Stanford University and disseminated by Policy Analysis for California Education which said that California was $25.6 billion short in 2016-17 of the money needed to meet goals set by the state Board of Education. While California spent about $12,204 peer student, the state needed $16,890 per student to meet the state board’s goals. Connecticut, New Jersey, New York and Massachusetts spend $16,890 per pupil.

  • | Napa Valley Register

    Newsom appeared to intuit this long before that report emerged. Newsom told the Oakland-based EdSource lobbying group California and the nation need “a new way of thinking about education as a lifetime pursuit. Our role begins when babies are still in the womb and doesn’t end until we’ve done all we can to prepare them for a quality job and successful career.”

    So far, Newsom has not proposed any specific programs to make his vision real, but it’s clear government spending on education can change outcomes. The Stanford-PACE report found that spending $1,000 more per student at the high school level produced “significant increases in high school graduation rates and academic achievement, particularly among poor and minority students.”

  • | Long Beach Unified School District

    A report by Harvard University researchers on teacher evaluation systems in California describes innovative practices in the Long Beach Unified School District.

    The report titled “Can Teacher Evaluation Programs Improve Teaching?” by Virginia Lovison and Eric. S. Taylor of Harvard University is part of the “Getting Down to Facts II” series of research projects focused on a wide array of California education issues.

    Long Beach was highlighted in the latest report for connecting individual teacher evaluation results with resources and strategies for improvement using the school district’s online myPD system for professional development.

  • | UC Davis School of Education

    Over the past decade, California’s PreK-12 education system has seen a variety of reforms— new academic standards and assessments, the Local Control Funding Formula, advancements in data systems—yet despite these changes, a new research project reports that California lags behind other states when it comes to important educational metrics. California’s students still face some of the largest achievement gaps in the nation, schools continue to see a lack of adequate funding and many young Californians miss out on high-quality early childhood education.

    School of Education researchers Michal Kurlaender and Sherrie Reed, along with graduate students in the Graduate Group in Education and Department of Economics, recently contributed to Getting Down to Facts II, a national collaborative research project led by Stanford University and Policy Analysis for California Education (PACE). The peer-reviewed project’s 36 technical reports and 19 research briefs provide education leaders and policymakers with an overview of how California’s PreK-12 education system is performing in the areas of student success, governance, spending and personnel.

  • | CALmatters

    Schools in California’s wealthier communities have been reaping far more local bond money than poorer districts, a CALmatters analysis shows—a reality that amplifies existing inequities for the state’s public school students.

    Districts with the lowest concentrations of students on free or reduced lunch, a poverty indicator, have averaged more than twice as many local bond dollars per student since 1998 as the most impoverished districts.

    And depending on where your children go to school, they could be benefitting from as much as $270,000 per pupil in local bond money over the past two decades, or as little as $838—or nothing.

  • | EdSource

    By 2020-21, when the seven-year phase-in period for higher rates ends, school districts’ pension contributions to CalSTRS will have more than doubled, from 8.25 percent to 19.1 percent of a teacher’s pay. This equals an average increase of $600 in spending per student for CalSTRS that districts otherwise could use for other purposes, according to calculations in a new study for the research project Getting Down to Facts (see graph). State contributions to CalSTRS from the General Fund, which were 4.5 percent of payroll in 2013-14, are projected to more than double to 10.8 by 2020-21.

  • | The Stanford Daily

    As California prepares to elect a new governor and superintendent of public instruction in November, a study released last month has drawn attention to major challenges the state faces when it comes to education.

    The study — coordinated by Stanford and conducted by the independent nonpartisan research center Policy Analysis for California Education (PACE), located at Stanford’s Graduate School of Education (GSE) — is one of the most comprehensive studies on California K-12 public education conducted in the past 10 years. Among the findings were evidence of an achievement gap prior to kindergarten and an estimate that an additional $25.6 billion, marking a 38 percent increase in spending, would be required to meet state education goals.

  • | Getting Down to Facts II
  • | Capitol Weekly

    The new comprehensive analysis of California’s PreK-12 education system, Getting Down to Facts II, revealed that the state is moving in the right direction with reforms put in place over the last decade, but more importantly it showed much more must be done to support student success.

    Many in education will argue in favor of one solution over another in terms of necessary actions to address California’s education challenges, but the one thing that we can all agree on is this: facts and solid evidence must be the foundation of productive policy development.

  • | Getting Down to Facts II
  • | Fox and Hounds

    Some of the report’s broad conclusions have been covered in the media—especially the report’s finding that, despite improvements in California education, our kids start out behind kids in other states educationally and never catch up.

    That’s not surprising. What is shocking – or should be – was reading the report’s sections on how the state handles educational data. California is producing more such data, and has made improvements in its education data system.

  • | Marin Independent Journal

    A team of researchers managed by Stanford University and Policy Analysis for California Education recently released a massive study of California schools’ successes and shortcomings.

    It concluded that for California’s elementary and secondary schools to reach academic performance goals, the state should expand education into early childhood, prior to kindergarten, and raise overall school spending by 32 percent.

    The report said that “while public schools in California spent about $69.7 billion on school operations in 2016-17, an additional $22.1 billion — 32 percent above actual spending — would have been necessary for all students to have had the opportunity to meet the goals set by the state Board of Education.”

  • | EdSource

    Two separate panels of experienced California teachers and administrators were given background information and three days together to help answer a longer version of this question: How much would it cost to provide all California students the academic knowledge, skills and opportunities they’ll need to successfully pursue their plans after high school and participate in civic life?

    “What Does It Cost to Educate California’s Students? A Professional Judgment Approach” details how the panels determined the amount of the funding increase and the reasoning behind it. The 78-page study and 224-page technical appendix will be one of the more closely scrutinized studies in Getting Down to Facts II, a compilation of 36 reports that was released Sept. 17. Stanford University and the university-affiliated nonprofit Policy Analysis for California Education, or PACE, coordinated the project.

  • | Times of San Diego

    A team of researchers managed by Stanford University and PACE — Policy Analysis for California Education — recently released a massive study of California schools’ successes and shortcomings.

    It concluded that for California’s elementary and secondary schools to reach academic performance goals, the state should expand education into early childhood, prior to kindergarten, and raise overall school spending by 32 percent.

    The report said that “while public schools in California spent about $69.7 billion on school operations in 2016-17, an additional $22.1 billion—32 percent above actual spending—would have been necessary for all students to have had the opportunity to meet the goals set by the state Board of Education.”

  • | Voice of San Diego

    San Diego is to pension crises like Connecticut is to pizza: We may not make the most well-known, but we can cook them up with the very best.

    And if that remains true, we should be in for a grand ole time dealing with the ballooning pension costs for teachers and school workers across the state in coming years, according to a recent study out of Stanford University.

  • | Univision

    León Krauze habló con Lucrecia Santibañez, coautora de un estudio de la Universidad Stanford sobre educación, acerca de las medidas que puede adoptar el Distrito Escolar Unificado de Los Ángeles (LAUSD) para romper ese ciclo negativo.

  • | Education Week

    Despite investing in education data systems, California produces little information on how to provide an effective education for its students, according to a 36-study analysis by the Policy Analysis for California Education Center at Stanford University.

    The study finds that the Golden State has engaged in multiple education reform initiatives in the past decade—some of which have shown benefits—but has not built capacity in the state and districts to "ensure that educators and other practitioners have the skills, information, and materials they need to put major reforms more fully into practice."

  • | KUSI News

    California is under-funding its schools by $22 billion dollars, according to a new report released last week.

    Lauren Phinney sat down with Jennifer Imazeki PhD, Director of the Center for Teaching and Learning at SDSU, to discuss the report.

  • | KQED News

  • | The San Diego Union Tribune

    A major research project released this week claims California has under-funded its schools by $22 billion, many California students are entering school already behind in learning and California schools don’t have nearly enough teachers, counselors and other personnel.

    The project, called Getting Down to Facts II, includes three dozen reports and 19 briefs that provide a comprehensive look at California’s education system as the state prepares to choose a new governor, state superintendent and legislators.