The Association for Public Policy Analysis & Management is a non-profit organization dedicated to improving public policy and management by fostering excellence in research, analysis and education. With over 1,500 academic, practitioner, organizational and institutional members, APPAM promotes its mission through the annual Fall Research Conference, with the Journal of Policy Analysis and Management (JPAM), the association's journal, several award programs and various activities including international and national conferences and workshops.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of California – Berkeley, and the University of Southern California. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
Founded in 1982, Stanford Institute for Economic Policy Research (SIEPR) is a nonpartisan economic policy research organization that unites remarkable economic talent from all parts of Stanford University. SIEPR faculty and researchers advise and influence policymakers in a variety of unique and important ways. The impact of our faculty’s research makes a difference.
George Shultz and Michael Boskin both played important roles in forming the institute. There was no center on the Stanford University campus for economic scholars to gather and discuss their research. Since economists are spread throughout the university — in the economics, history, and political science departments; the business, engineering, and law schools; the Hoover Institution; and the School of Medicine — creation of a central clearinghouse seemed desirable. Thus, SIEPR was born to bring these economists together with leaders in business, technology, and government to analyze, discuss, and debate ideas on economic topics.
As a dynamic organization, AEFP needs to tackle the important education finance issues of the day. They are not solely about funding mechanisms and alternative approaches to taxation. Teachers' decisions about where to teach and how to teach strongly affect the cost of education. Moreover, both federal and state policies now link governance and instructional practices directly to finance. Key education finance policymakers also are key policymakers for personnel policies, governance policies, and curricular and instructional policies. Our journal has reflected this link between finance and policy since its inception.
Founded in 1920, the National Bureau of Economic Research is a private, nonprofit, nonpartisan research organization dedicated to promoting a greater understanding of how the economy works. The NBER is committed to undertaking and disseminating unbiased economic research among public policymakers, business professionals, and the academic community.
Over the years the NBER's research agenda has encompassed a wide variety of issues that confront our society. Early research focused on the aggregate economy, examining in detail the business cycle and long-term economic growth. Simon Kuznets' pioneering work on national income accounting, Wesley Mitchell's influential study of the business cycle, and Milton Friedman's research on the demand for money and the determinants of consumer spending were among the early studies done at the NBER.
The National Center for Analysis of Longitudinal Data in Education Research (CALDER) informs education policy development through analyses of data on individual students and teachers over time. The Center’s research focuses most centrally on how teacher policies, governance policies, and social and economic community conditions affect outcomes for teachers and their students. By capitalizing on rich longitudinal data, the Center can explore a breadth of critical education issues and present research advancements of the highest quality to policymakers. Throughout the course of this work, CALDER makes significant technical and analytic contributions to the field as it mines growing sources of state administrative longitudinal data with state-of-the-art econometric techniques.