Publications

Myung, J., & Hough, H. J. (2023, November). Why aren’t students showing up for school? Understanding the complexity behind rising rates of chronic absenteeism. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/why-arent-students-showing-school 

Gee, K., Hough, H. J., & Chavez, B. (2023, March). Chronic absenteeism post-pandemic: Let’s not make this our “new normal”. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/chronic-absenteeism-post-pandemic 

Hough, H. J. & Estrada-Miller, J. (2023, January). The COVID era has seen an exodus from California’s traditional public schools. This is why.  Sacramento Bee. https://www.sacbee.com/opinion/op-ed/article270723382.html

Hough, H. J., & Chavez, B. (2022, October). California test scores show the devastating impact of the pandemic on student learning. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/california-test-scores-show-devastating-impact-pandemic-student-learning

Myung, J., & Hough, H. J. (2021, June). Implementing a restorative restart by planning for the four Ts: Time, talent, training, and technology/materials. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/implementing-restorative-restart-planning-four-ts

Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021, January). COVID-19 and the educational equity crisis: Evidence on learning loss from the CORE Data Collaborative. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis

Hough, H. J., O’Day, J., Ramanathan, A., & Hahnel, C. (2020, June). To keep students safe and learning, California needs strong state leadership. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/keep-students-safe-and-learning-california-needs-strong-state-leadership

Hough, H. J. (2020, May). Understanding, measuring, and addressing student learning needs during COVID-19 recovery. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/understanding-measuring-and-addressing-student-learning-needs-during-covid-19-recovery

Hough, H. J. (2020, April). Our children’s education should be a priority as California recovers from coronavirus. CalMatters. https://calmatters.org/commentary/as-california-recovers-from-coronavirus-our-childrens-education-should-be-a-priority/ 

Hough, H. J., Edley, C., Jr., Kurlaender, M., Marsh, J., Rios-Aguilar, C., & Stipek, D. (2020, April). Evidence to inform recovery: PACE’s response to COVID-19. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/evidence-inform-recovery 

Hough, H. J. & Kirst, M. J. (October, 2016). California's dashboard will guide improvement. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/californias-dashboard-data-will-guide-improvement

Chang, H., Chavez, B., & Hough H. J. (2024, January). Unpacking California's chronic absence crisis through 2022–23: Seven key facts [Infographic]. Policy Analysis for California Education. https://edpolicyinca.org/publications/unpacking-californias-chronic-absence-crisis-through-2022-23 

Hough, H. J., & Chavez, B. (2024, January). California test scores show little improvement after pandemic [Policy brief]. Policy Analysis for California Education. https://edpolicyinca.org/publications/california-test-scores-show-little-improvement-after-pandemic

Cottingham, B. W., Hough, H. J., & Myung, J. (2023, December). What does it take to accelerate the learning of every child? Early insights from a CCEE school-improvement pilot [Report]. Policy Analysis for California Education. https://edpolicyinca.org/publications/what-does-it-take-accelerate-learning-every-child

Myung, J., & Hough, H. J. (2023, November). Why aren’t students showing up for school? Understanding the complexity behind rising rates of chronic absenteeism [Commentary]. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/why-arent-students-showing-school 

Gee, K., Hough, H. J., & Chavez, B. (2023, March). Chronic absenteeism post-pandemic: Let’s not make this our “new normal” [Commentary]. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/chronic-absenteeism-post-pandemic 

Hough, H. J., & Chavez, B. (2022, October). California test scores show the devastating impact of the pandemic on student learning [Commentary]. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/california-test-scores-show-devastating-impact-pandemic-student-learning 

Hough, H. J., Marsh, J. A., Estrada-Miller, J., Polikoff, M., & Myung, J. (2022, August). Assessing voters’ and parents’ perspectives on current threats to public education: The 2022 PACE/USC Rossier poll [Report]. Policy Analysis for California Education. https://edpolicyinca.org/publications/assessing-voters-and-parents-perspectives-current-threats-public-education

Hough, H. J., Myung, J., Domingue, B. W., Edley, C., Jr., Kurlaender, M., Marsh, J. A., & Rios-Aguilar, C. (2021, September). The impact of the COVID-19 pandemic on students and educational systems: Critical actions for recovery, and the role of research in the years ahead [Commissioned Paper]. Institute for Education Sciences. https://www.nationalacademies.org/our-work/the-future-of-education-research-at-the-institute-of-education-sciences-in-the-us-department-of-education 

Hough, H. J., Marsh, J. A., Estrada-Miller, J., Polikoff, M., & Myung, J. (2022, August). Assessing voters’ and parents’ perspectives on current threats to public education: The 2022 PACE/USC Rossier poll [Report]. Policy Analysis for California Education. https://edpolicyinca.org/publications/assessing-voters-and-parents-perspectives-current-threats-public-education

Myung, J., Kimner, H., Cottingham, B., Diaz Luna, S., Shiels, S., & Hough, H. (2021). Restorative Restart: The Path Towards Reimagining and Rebuilding Schools. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/restorative-restart 

Hough, H., Marsh, M., Myung, J., Plank, D., & Polikoff, M. (2021). Californians and K–12 Education Amid COVID-19 Recovery: Views from the 2021 PACE/USC Rossier Poll. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/pace-and-usc-rossier-polls-2021 

Hough, H., Witte, J., Wang, C., & Calhoun, D. (2021). Evidence-Based Practices for Assessing Students’ Social and Emotional Well-Being. Policy Analysis for California Education. Retrieved from:  https://edpolicyinca.org/publications/evidence-based-practices-assessing-students-social-and-emotional-well-being 

Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021, January 25). COVID-19 and the educational equity crisis: Evidence on learning loss from the CORE Data Collaborative [Commentary]. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis 

Domingue, B., Hough, H., Lang, D., & Yeatman, J. (2021). Changing Patterns of Growth in Oral Reading Fluency During the COVID-19 Pandemic. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/changing-patterns-growth-oral-reading-fluency-during-covid-19-pandemic 

Hahnel, C., Hough, H. & Willis, J. (2020). Securing and Protecting Education Funding in California. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/securing-and-protecting-education-funding-california 

Hough, H., O'Day, J., Hahnel, C., Ramanathan, A., Edley, C. & Echaveste, M. (2020). Lead with Equity: What California’s Leaders Must Do Next to Advance Student Learning During COVID-19. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/lead-with-equity 

Myung, J., Gallagher, H.A., Cottingham, B., Gong, A., Kimner, H., Witte, J. & Gee, K. Supporting Learning in the COVID-19 Context: Research to Guide Distance and Blended Instruction. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/supporting-learning-covid-19-context 

Myung, J. & Hough, H. (2020). Organizing Schools to Serve Students with Disabilities: A Summary of the PACE Policy Research Panel. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/PACE-PRP-SPED-summary 

Polikoff, M., Hough, H., Marsh, J., & Plank, D. (2020). Californians and Public Education: Views from the 2020 PACE/USC Rossier Poll. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/pace-and-usc-rossier-polls-2020 

Perry, M., Myung, J., & Hough, H. (2020). What’s Next for California Schools? A Progress Report One Year After Getting Down to Facts II. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/whats-next-california-schools 

Fricke, H., Loeb, S., Meyer, R.H., Rice, A.B, Pier, L. & Hough, H. (2019). Measuring School Contributions to Growth in Social-Emotional Learning. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/stability-school-contributions-student-social-emotional-learning-gains

Meyer, R.H., Pier, L., Mader, J., Christian, M., Rice, A., Loeb, S., Fricke, H., & Hough, H. (2019). Can We Measure Classroom Supports for Social-Emotional Learning? Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/can-we-measure-classroom-supports-sel 

Polikoff, M., Hough, H., Marsh, J. & Plank, D. (2019). Californians and Public Education: Views from the 2019 PACE/USC Rossier Poll. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/pace-and-usc-rossier-polls-2019 

Hough, H. & Myung, J. (2019). The Governor’s Budget Proposal and Getting Down to Facts II: Evidence to Inform Policy. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/governors-budget-gdtfii 

Gallagher, H.A., Gong, A., Hough, H., Kennedy, K, Allbright, T. & Daramola, E.J. (2019). Engaging District, School, and Teacher Leaders in Improvement. Policy Analysis for California Education. Retrieved from: https://edpolicyinca.org/publications/engaging-district-school-and-teacher-leaders-improvement 

Grunow, A., Hough, H., Park, S., Willis, J. & Krausen, K. (2018). Towards a Common Vision of Continuous Improvement for California. Getting Down to Facts II. Retrieved from: https://gettingdowntofacts.com/publications/towards-common-vision-continuous-improvement-california 

Hough, H., Byun, E. & Mulfinger, L. Using Data for Improvement: Learning from the CORE Data Collaborative. Getting Down to Facts II. Retrieved from: https://gettingdowntofacts.com/publications/using-data-improvement-learning-core-data-collaborative 

Gehlbach, H. & Hough, H. (2018). Measuring Social Emotional Learning Through Student Surveys in the CORE Districts: A Pragmatic Approach to Validity and Reliability. Policy Analysis for California Education. Retrieved from: http://www.edpolicyinca.org/publications/sel-validity 

West, M., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R., & Rice, A. (2018). Trends in Student Social Emotional Learning: Evidence from the CORE Districts. Policy Analysis for California Education. Retrieved from: http://www.edpolicyinca.org/publications/sel-trends 

Loeb, S., Christian, M., Hough, H., Meyer, R., Rice, A., & West, M. (2018). School Effects on Social-Emotional Learning: Findings from the First Large-Scale Panel Survey of Students. Policy Analysis for California Education. Retrieved from: http://www.edpolicyinca.org/publications/sel-school-effects 

Marsh, J., McKibben, S., Hough, H., Hall, M., Allbright, T., Matewos, A., & Siqueira, C. (2018). Enacting Social-Emotional Learning: Practices and Supports Employed in CORE Districts and Schools. Policy Analysis for California Education. Retrieved from:  http://www.edpolicyinca.org/publications/sel-practices 

Hough, H., Willis, J., Grunow, A., Krausen, K., Kwon, S., Mulfinger, L., & Park, S. (2017). Continuous Improvement in Practice. Policy Analysis for California Education. Retrieved from:  http://www.edpolicyinca.org/publications/continuous-improvement-in-practice 

Nayfack, M., Park, V., Hough, H., Willis, L. (2017). Building Systems Knowledge for Continuous Improvement: Early Lessons from the CORE Districts. Policy Analysis for California Education. Retrieved from: http://www.edpolicyinca.org/publications/building-systems-knowledge-for-continuous-improvement 

Hough, H. J., Kalogrides, D., & Loeb, S. (2017). Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement. Policy Analysis for California Education. Stanford, CA. Retrieved from https://edpolicyinca.org/publications/using-sel-and-cc. 

Kirst, M. & Hough, H. J. (2017). California’s Dashboard Data Will Guide Improvement. Education Next. Cambridge, MA. Retrieved from http://educationnext.org/californias-dashboard-data-will-guide-improvement-forum-hough-kirst-accountability/ 

Marsh, J. A., Bush-Mecenas, S. & Hough, H. J. (2016). Local Control in Action: Learning from the CORE Districts' Focus on Measurement, Capacity Building, and Shared Accountability. Policy Analysis for California Education. Stanford, CA. Retrieved from http://www.edpolicyinca.org/publications/at-the-forefront 

Loeb, S. & Hough, H.J. (2016). Making Use of Waivers Under ESSA. Brookings Institution. Washington, DC. Retrieved from https://www.brookings.edu/research/making-use-of-waivers-under-essa/ 

Hough, H. J., Penner, E. & Witte, J. (2016). Identity crisis: Multiple measures and the identification of schools under ESSA. Policy Analysis for California Education. Stanford, CA. Retrieved from http://www.edpolicyinca.org/publications/identity-crisis-multiple-measures-and-identification-schools-under-essa 

Hough, H. J. & Witte, J. (2016). Making students visible: Comparing different student subgroup sizes for accountability. Policy Analysis for California Education. Stanford, CA. Retrieved from http://www.edpolicyinca.org/publications/making-students-visible-comparing-different-student-subgroup-sizes-accountability   

Hough, H. J. (2016). Using Chronic Absence in a Multi-metric Accountability System. Policy Analysis for California Education. Stanford, CA. Retrieved from http://www.edpolicyinca.org/publications/using-chronic-absence-multi-metric-accountability-system 

Hough, H. J. & Loeb, S. (2013). Can a District-Level Teacher Salary Incentive Policy Improve Teacher Recruitment and Retention? Policy Analysis for California Education. Stanford, CA. Retrieved from http://edpolicyinca.org/publications/can-district-level-teacher-salary-incentive-policy-improve-teacher-recruitment-and-retention 

Warren, P. & Hough, H. J. (2013). Increasing the usefulness of California’s education data. Public Policy Institute of California. San Francisco, CA. Retrieved from http://www.ppic.org/main/publication.asp?i=1067 

Hough, H.J. Salary incentives and teacher quality: The effect of a district-level increase on teacher recruitment. (2012). Working paper. Center for Education Policy Analysis. Stanford, CA. Retrieved from  http://cepa.stanford.edu/content/research-brief-the-effect-of-a-district-level-salary-increase-on-teacher-recruitment 

Hough, H.J. Salary incentives and teacher quality: The effect of a district-level salary increase on teacher retention. (2012). Working paper. Center for Education Policy Analysis. Stanford, CA. Retrieved from http://cepa.stanford.edu/content/research-brief-the-effect-of-a-district-level-salary-increase-on-teacher-retention  

Hough, H.J., Loeb, S. & Plank, D. (2012). The Quality Teacher and Education Act: Second year report. Center for Education Policy Analysis. Stanford, CA. Retrieved from http://cepa.stanford.edu/content/qtea-second-year-report 

Hough, H.J., Loeb, S. & Plank, D. (2011). The Quality Teacher and Education Act: First year report. Center for Education Policy Analysis. Stanford, CA. Retrieved from http://cepa.stanford.edu/content/quality-teacher-and-education-act-first-year-report 

Hough, H.J. (2009). Lessons learned: The Quality Teacher and Education Act in San Francisco. Policy Analysis for California Education. Stanford, CA. Retrieved from http://gse.berkeley.edu/research/pace/reports/PB.09-2.pdf 

Hough, H.J. & Loeb, S. (2009).  The development of a teacher salary parcel tax: The Quality Teacher and Education Act in San Francisco. Policy Analysis for California Education. Stanford, CA. Retrieved from http://gse.berkeley.edu/research/pace/reports/WP.09-3.pdf 

Gallagher, H. A., Chang-Ross, C., Hough, H.J., Tiffany-Morales, J., Esch, C., Price, T., Satele, S., Shields, P., & Skolnik, H. (2004).  Evaluation of the California Subject Matter Projects (CSMP), Year one report.  SRI International. Menlo Park, CA. Retrieved from: https://www.researchgate.net/publication/252534550_EVALUATION_OF_THE_CALIFORNIA_SUBJECT_MATTER_PROJECTS 

Domingue, B., Dell, M., Lang, D. N., Silverman, R. D., Yeatman, J. D., & Hough, H. (2021, September 28). The effect of COVID on Oral Reading Fluency during the 2020-2021 Academic Year. AERA Open. https://doi.org/10.35542/osf.io/6zqjr

Fricke, H., Pier, L., Hough, H., Loeb, S., Meyer, R., & Rice, A. (2021). Stability of School Contributions to Student Social-Emotional Learning. American Journal of Education. https://www.journals.uchicago.edu/doi/10.1086/716550 

West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey. Educational Evaluation and Policy Analysis, 42(2), 279–303. https://doi.org/10.3102/0162373720912236 

Allbright, T., Marsh, J., Kennedy, K., Hough, H. & McKibben, S. (2019). Social-Emotional Learning Practices: Insights from Outlier Schools. Journal of Research in Innovative Teaching & Learning. 

Hough, H. (2019). Roll Call: Describing Chronically Absent Students, the Schools They Attend, and Implications for Accountability. In M.A. Gottfried & E. L. Hutt (Eds.), Absent from School: Understanding and Addressing Student Absenteeism (pp 15-34). Cambridge, MA: Harvard Education Press. https://hep.gse.harvard.edu/9781682532775/absent-from-school/ 

Loeb, S., Christian, M. S., Hough, H., Meyer, R. H., Rice, A. B., & West, M. R. (2019). School Differences in Social–Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students. Journal of Educational and Behavioral Statistics. https://doi.org/10.3102/1076998619845162

Bush-Mecenas, S., Marsh, J. A., Montes de Oca, D., & Hough, H. (2018). “Seeing the whole elephant”: Changing mindsets and empowering stakeholders to meaningfully manage accountability and improvement. Education Policy Analysis Archives, 26(10). http://dx.doi.org/10.14507/epaa.26.3440. This article is part of the special issue, Redesigning Systems of Assessment and Accountability for Meaningful Student Learning, guest edited by Soung Bae, Jon Snyder, and Elizabeth Leisy Stosich.

Marsh, J. A., Bush-Mecenas, S. & Hough, H. J. (2017). Learning from Early Adopters in the New Accountability Era: Insights from California’s CORE Waiver Districts. Educational Administration Quarterly. 1-38. Retrieved from http://journals.sagepub.com/doi/full/10.1177/0013161X16688064. 

Hough, H. J., Kerbow, D., Bryk, A., Pinnell, G. S., Rodgers, E., Dexter, E., . . . Fountas, I. (2012). Assessing teacher practice and development: the case of comprehensive literacy instruction. School Effectiveness and School Improvement, 1-34. Retrieved from http://www.tandfonline.com/doi/full/10.1080/09243453.2012.731004#.UZJw7rUpIW4 

Koppich, J. E., Humphrey, D. C., & Hough, H. J. (2007). Making use of what teachers know and can do: Policy, practice, and National Board certification. Education Policy Analysis Archives, 15(7). Retrieved from http://epaa.asu.edu/epaa/v15n7/ 

Humphrey, D.C., Wechsler, M.E. & Hough, H.J. (2007).  Characteristics of effective alternative certification programs.  Teachers College Record, 110(4). Retrieved from http://www.tcrecord.org/content.asp?contentid=12613 

Humphrey, D. C., Koppich, J. E., & Hough, H. J.  (2005). Sharing the wealth: National Board Certified Teachers and the students who need them most. Education Policy Analysis Archives, 13(18).  Retrieved from http://epaa.asu.edu/epaa/v13n18/

June 30, 2024 : Bay Area School Enrollment Plunges as Families Flee High-Cost Region

June 3, 2024 : These High Schoolers Learned About the Value of Money. Should Every California Student?

May 21, 2024 : California Voters May Decide if Financial Literacy Should Be Required in School. Should They?

April 3, 2024 : The Learning Curve: When School Feels Optional

February 11, 2024 : Chronic Absenteeism Is the Real Problem

December 19, 2023 : How California’s School ‘Dashboard’ Obscures Poor Academic Performance

December 19, 2023 : California’s Missing Kids: Almost Three-Quarters of the Loss Explained

December 15, 2023 : How Are Students Doing? New California School Dashboard is Out

November 30, 2023 : PACE Executive Director Heather Hough on Cultivating a Sense of Belonging to Spark Students’ Enthusiasm for Learning in EdSource Podcast

November 16, 2023 : Boosting Student Success After COVID Is a Team Effort

November 15, 2023 : Reenergizing Learning: PACE Executive Director Heather Hough Discusses Strategies for Getting Beyond Stagnant Test Scores with EdSource Panel

November 10, 2023 : PACE Executive Director Heather Hough Speaks on Education Policy, Teacher Shortage, and Other Challenges in Capitol Weekly Conference

October 30, 2023 : Have Bay Area Students Recovered from Pandemic Learning Losses? Here’s What State Test Scores Show

October 28, 2023 : Ventura County’s Standardized Test Scores Flat One Year after Pandemic Drop

October 18, 2023 : Flat Test Scores Leave California Far Behind Pre-Covid Levels of Achievement

October 18, 2023 : California Student Test Scores Change Little From Last Year’s Low

October 6, 2023 : Re-Envisioning Fairness in Educational Assessment: Assessment Policy and Practice

October 2, 2023 : Reducing California’s Absenteeism Crisis Should Be a Legislative Priority

September 15, 2023 : Crisis in California Public Schools with 30% Absentees

September 7, 2023 : Soaring Chronic Absenteeism in California Schools Is at ‘Pivotal Moment’

August 7, 2023 : Critics Pan State’s Justification for Threatening Stanford Education Professor Over Breach of Data Contract

May 9, 2023 : Two Dozen Views on LCFF: Is California’s Funding Law Working and What Could Improve It?

April 17, 2023 : How SFUSD's ‘Most Important Plan’ for Highest-Need Students Hinges on CA State Law

April 9, 2023 : Marin School Enrollment Declines for 6th Year

April 4, 2023 : Bay Area School Enrollment Plummets for the Sixth Year in a Row

March 13, 2023 : Governor Newsom Proposes ‘Literacy Road Map', Remains Hands-Off How Districts Teach Reading

March 8, 2023 : After COVID-19 School Chaos, California Lawmakers Debate Role of Superintendent

February 28, 2023 : Proposed Constitutional Amendment Would Make State Superintendent of Public Instruction an Appointed Position

February 16, 2023 : Newsom’s Big Bet on Fixing California’s Poorest Schools and Narrowing Achievement Gaps

January 28, 2023 : Should California Give $300M to High-Need Schools?

January 18, 2023 : Reactions to the Governor’s K–12 Education Budget Proposals for California

January 4, 2023 : The COVID Era Has Seen an Exodus From California’s Traditional Public Schools. This is Why

October 31, 2022 : Double Whammy: Dropping Test Scores and ‘Pandemic Learning Loss’

October 25, 2022 : 'Massive Decline’ in Learning During COVID. Here’s How Bay Area Students Performed

October 24, 2022 : 2022 California Standardized Test Results Wipe Out Years of Steady Progress

October 18, 2022 : Preliminary Glimpse at Test Scores Shows Steep Declines in Reading, Math

September 2, 2022 : Worst National Reading and Math Scores in Decades Show Large Pandemic-Fueled Equity Gaps

August 26, 2022 : Assessing Voters’ and Parents’ Perspectives on Current Threats to Public Education

July 6, 2022 : COVID & College: Indiana Enrollment Declines, as Only 53% of HS Grads Continue

May 9, 2022 : Educating Through the Pandemic: 9 COVID Challenges Facing Leaders

April 12, 2022 : California Public School Enrollment Spirals, Dropping by 110,000 Students This Year

February 20, 2022 : ‘Trying to Catch Up’: Sacramento Students Fell Behind in Online Learning. Can They Recover?

January 19, 2022 : Practice and Policy Resources for Bridging Research with Education from SERN and PACE's Heather Hough

January 14, 2022 : The Right Priorities? Reactions to Gov. Newsom’s K–12 Budget Proposal

January 10, 2022 : Funding for Schools, Community Colleges to Break $100B in Gov. Newsom’s Proposed Budget

January 8, 2022 : First Comprehensive Data in Two Years Show Big Academic Setbacks for California Students

October 19, 2021 : 8 to 3: Is ‘Learning Loss’ Real and How Much Should We Worry?

October 4, 2021 : A Closer Look at California's COVID-19 School Funding

October 3, 2021 : CA Schools Got 26 Billion for COVID-19, How Did Your District Spend It?

August 27, 2021 : What Is Remote Learning Doing to Our Kids?

August 6, 2021 : Summer Slide Threatens to Hinder Homeless Children’s Education

July 13, 2021 : Support for California Schools and Teachers Grows in Pandemic Year

July 13, 2021 : Unprecedented California Budget to Usher in Sweeping Education Changes

July 8, 2021 : Poll: California Voters Worried About Pandemic’s Impact on K–12 Students

July 8, 2021 : California Voters Give Schools and Teachers Top Grades in Year-End Poll: Survey Finds Agreement That Political and Racial Tensions Have Risen

June 18, 2021 : How Will School Districts Make Up For Pandemic-Related Learning Lags?

June 15, 2021 : Findings from Education Analytics Identifies Learning Lags in California and South Carolina Since COVID

June 3, 2021 : Student Research Network Spotlight Series: Using Research to Promote Equity and Inclusion

May 24, 2021 : Sacramento Report: Learning Loss Bill Stuck in Limbo

May 20, 2021 : What Did He Get Right? Reactions to Governor Newsom's K–12 Budget

May 14, 2021 : Learning Loss Bill Stuck in Limbo

May 11, 2021 : Bridging Research and Policy in College Admissions

May 11, 2021 : Reimagine and Rebuild—Centering Relationships for a Restorative Restart

May 11, 2021 : Normal Was Never Good Enough: Reimagine and Rebuild—Centering Relationships for a Restorative Restart

May 11, 2021 : Sacramento Parents Are Concerned About Children Falling Behind, COVID-19 Poll Finds

April 30, 2021 : Pandemic Puts School Accountability in Limbo

April 30, 2021 : Reversing Pandemic-Related Reading Losses

April 29, 2021 : Covid-19, the Educational Equity Crisis, and the Opportunity Ahead

April 29, 2021 : Mental Health, Equity Should Be Schools’ Focus as Students Return

April 19, 2021 : Debate Over School Re-Openings Rages in US

April 16, 2021 : Lower Rates of Oral Reading Fluency Across Nation

April 8, 2021 : Does It Hurt Children to Measure Pandemic Learning Loss?

April 1, 2021 : Has the COVID-19 Crisis Affected Reading Development?

March 29, 2021 : When the Man Behind the Curtain Is Female: More Women Now Hold Key Education Policymaker Jobs

March 23, 2021 : State of the Bay: Pandemic Learning Loss and School Reopening

March 19, 2021 : Examining the Evidence: Assessing Student Learning and Social-Emotional Well-Being

March 18, 2021 : Schools Chief Uses Influence to Shape Policy During Pandemic, But Lacks Power to Make Big Decisions

March 15, 2021 : English Language Learners Struggle in Pandemic

March 9, 2021 : Reading Skills of Young Students Stalled During Pandemic

March 9, 2021 : New Stanford Study Finds Reading Skills Among Young Students Stalled During the Pandemic

March 9, 2021 : COVID: Stanford Study Shows Pandemic Curtailed Students’ Reading Ability

March 9, 2021 : Younger Students Have Fallen Behind on Reading Skills

March 8, 2021 : Stanford Paper: Pandemic Impacts Reading Fluency Development

February 25, 2021 : Now Is Time to Help Students Learning English as a Second Language, Experts Say

February 22, 2021 : Charter School Forces Pour Money Into L.A. Elections

February 17, 2021 : Failing Grades. Rising Depression. Bay Area Children Are Suffering from Shuttered Schools

February 16, 2021 : 'Breaking Point' Families Fleeing Sacramento-Area Public Schools as Campuses Stay Closed

February 5, 2021 : Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being

February 2, 2021 : 4 New Evidence Briefs to Help Students During and After the COVID-19 Pandemic

January 27, 2021 : Coronavirus Today: A Life-Or-Death Social Experiment

January 27, 2021 : Coronavirus: California Data Show Substantial Learning Loss, Inequity

January 26, 2021 : Initial Data for California Confirm Early Grades, Low-Income Children Hit Hardest by 'Learning Loss'

January 26, 2021 : Will California Campuses Reopen This School Year? It Depends on Vaccinating Teachers, Infection Rates

January 14, 2021 : In the Right Direction? Perspectives on Gov. Newsom’s Education Budget

December 16, 2020 : Long Sought After 'Cradle to Career' Education Data System for California Comes with Hefty Price Tag

November 27, 2020 : Highlights from the 2020 Breaking Barriers Symposium

November 18, 2020 : Newsom Considers Statewide Curfew

November 16, 2020 : Work on New 'Cradle to Career' Data System Accelerates, Amid Concerns About Continuing State Financial Support

November 13, 2020 : How Distance Learning Is Affecting Kids

November 12, 2020 : With Defeat of California’s ‘Split Roll’ Tax, Advocates Wonder How to Increase Educational Equity

October 20, 2020 : Stanford Policy Analyst Looks at the Implications of California’s Proposition 15

October 7, 2020 : Five Ways America's Public Schools Could Survive the Coming Fiscal Storm

September 30, 2020 : Prop 15: The Risks and Rewards for Schools and Businesses

August 18, 2020 : Five Key Takeaways for the 2020-21 School Year in California

August 7, 2020 : How Schools Can Help Children Recover from COVID Closures

August 5, 2020 : Pod People: Schools to Open the Year Exclusively with Distance Learning, So South Bay Parents Search for Alternatives

August 5, 2020 : Teaching During Pandemic: How to Help Students Cope Mentally and Emotionally

July 28, 2020 : How Are Families and Teachers Preparing for Another Semester of Remote Learning?

July 24, 2020 : Students Can Learn During School Closures, but a New Approach Is Needed for Distance Learning

July 23, 2020 : Education Researchers Come Together on What Schools Need Now—Starting with More Money

July 22, 2020 : Teachers Sue to Keep Schools Shut as Parents Demand They Reopen

July 10, 2020 : Key Questions for Reopening Schools Under COVID-19

July 6, 2020 : With California Schools Opening Soon, Kids Lack Needed Tech to Learn Remotely

June 26, 2020 : Special Education Would Get Big Boost Under Biden Proposal: Full Funding, Teacher Recruitment and Early Childhood Programs Included in Wide-Ranging Disability Platform

June 5, 2020 : Coronavirus Could Cause a 'Learning Loss' Crisis. Here's How Bad It Could Get—and What to Do About It

June 3, 2020 : Reopening Schools Amid the COVID-19 Pandemic: Your Questions, Our Answers

June 2, 2020 : Back to School Panel: What Parents Can Expect and Policymakers Can Do

May 30, 2020 : The Tension Between Local Control and State Authority in a Pandemic

May 29, 2020 : Equity at the Local Level: Early COVID-19 Response in California School Districts

May 26, 2020 : Reopening Schools in the Fall Amid the COVID-19 Pandemic: A Brookings Institution Webinar

May 14, 2020 : Testing COVID-19’s Academic Impact on Students

May 10, 2020 : Making School Policy During the COVID-19 Pandemic with Guest Heather Hough

May 5, 2020 : Budget Issues Plague Leaders, Educators as Plans Hatch to Mitigate 'COVID Slide'

April 30, 2020 : Why Investing in Public Education is Crucial to California's COVID-19 Recovery

April 30, 2020 : Coronavirus is Causing a "Learning Loss" Crisis—So California May Cut Short Summer Break

April 1, 2020 : Special Education Inconsistent in California School Districts During Closures

March 3, 2020 : Special Education in Need of Overhaul, Researchers Say

February 18, 2020 : Special Education in California in Need of Overhaul, Researchers Say

February 18, 2020 : Report: Special Education in California an 'Urgent Priority'

February 7, 2020 : Poll: Voters, Skeptical of School Quality, Support More Funding

October 28, 2019 : How Can Test Scores Be Going Both Up AND Down?

February 6, 2019 : Poll: School Safety Is Main Concern for California Voters, But College Affordability Tops List for Parents

January 29, 2019 : Getting Evidence Into the Right Hands

December 17, 2018 : Major National Research Project Finds California Education Beginning on Right Path; Improvements on Reforms Needed

October 22, 2018 : Stanford-Coordinated Study Finds Persistent Inequities in California Public Schools

October 22, 2018 : Student Success: Much More Needs to Be Done

September 21, 2018 : New Study on the Education Achievement Gap

September 21, 2018 : Early Childhood Education Research: New Study on Achievement Gap

September 19, 2018 : Grading California’s Schools

September 17, 2018 : Major National Research Project Finds California Education Beginning on Right Path; Improvements on Reforms Needed

September 7, 2018 : Supporting the Whole Child: Practice, Policy, and Measurement

May 2, 2017 : AERA: Early Results in California’s CORE Districts Give Lessons for ESSA

November 3, 2016 : California CORE Districts Pilot Accountability Measures

September 28, 2016 : How Should States Design Their Accountability Systems?

August 13, 2016 : Tough Measurements for School Success Needed

August 2, 2016 : California Data Show Flaws in Federal Regulations

May 18, 2016 : CORE Districts Turn Spotlight on Struggling Student Groups