Bruce Fuller

Bruce Fuller
Bruce Fuller
Professor Emeritus, School of Education,
University of California, Berkeley

Bruce Fuller is professor emeritus in the School of Education at the University of California, Berkeley. His research examines how public policies influence schools and families, particularly in efforts to decentralize education reform. Fuller explores the institutional and political challenges of designing effective policies, with studies spanning Latino communities in East Boston to impoverished communities in South Africa. He formerly served as director of Policy Analysis for California Education (PACE) and was a researcher at the World Bank. Before joining UC Berkeley, he was an associate professor of education and public policy at Harvard University and a project manager with the U.S. Agency for International Development at the U.S. Department of State. Earlier in his career, he served as a research sociologist at the World Bank and as an education advisor to the California State Legislature. He is the author of Standardized Childhood and Organizing Locally and is working on a book on civic activism and school reform in Los Angeles. Fuller earned his PhD in the sociology of education from Stanford University.

updated 2025

 

 

Publications by Bruce Fuller
The Influence of Preschool Centers on Children’s Social and Cognitive Development
Using national data from the Early Childhood Longitudinal Study (ECLS-K), this study examines the association between center-based care duration and intensity and pre-reading, math skills, and social behavior of young children. Children who start…
The Influence of Preschool Centers on Children’s Development Nationwide
This report examines the effects of preschool or childcare exposure on cognitive and social development before kindergarten, focusing on intensity and duration of attendance, and how this varies across different income and ethnic groups. The authors…
Ideals, Evidence, and Policy Options
Many California children benefit from preschooling, but enrollment rates are lower for poor and working-class families. Quality is uneven, and policy makers must address key questions regarding expanding and improving preschooling, including who…
Centers and Home Settings that Serve Poor Families
This paper analyzes the observed quality of center-based care and nonparental home settings for low-income children in five cities. The study finds that centers had higher mean quality in terms of provider education and structured learning…