H. Alix Gallagher

agallagher
H. Alix Gallagher
Director, Strategic Partnerships,
Policy Analysis for California Education, Stanford University

H. Alix Gallagher is the director of strategic partnerships for PACE. The current partners include CORE Districts, California Education Partners, and Mills Teacher Scholars. The partners codevelop formative research questions to ensure the relevance of PACE’s research; translate findings from extant research to inform practitioners; and conduct summative evaluations that provide implications for education policy and practice. In response to COVID-19, Gallagher leveraged her knowledge of instruction and teacher learning to support partners rethinking instructional models to include distance and blended learning. Before joining PACE, Gallagher was an associate director at the Center for Education Policy at SRI International, where she led large-scale randomized controlled trials and policy studies. She received her PhD from the University of Wisconsin—Madison.

updated 2021

Contributing topics
Access, quality & alignment in early childhood education
Continuous school improvement & support
Education finance
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
H. Alix Gallagher in the Media
: Is Remote Learning Here to Stay? Yes, But It Needs to Get Better
: Hit Hard by COVID, California High School Seniors Struggling Toward Graduation
: New California Digital Learning Integration and Standards Guidance Website Laun…
: High School Teachers React to Phasing Out of D and F Grades
: Some Bay Area School Districts Consider Dropping D, F Grades as Students Have D…
Publications by H. Alix Gallagher
Generating Traction with Continuous Improvement
Generating Traction with Continuous Improvement
Lessons from Two Learning Networks
Continuous improvement has a prominent place in California’s approach to educational accountability. But while there are proof points that show the potential of continuous improvement, currently there is not evidence that continuous improvement…
Early Indicators of Systemic Improvement: A Case Study of Two High-Poverty School Districts
Early Indicators of Systemic Improvement
A Case Study of Two High-Poverty School Districts
This report examines two districts—Azusa Unified and Dinuba Unified—that have begun to shift district structures, policies, and culture to have a measurable effect on student outcomes. Both districts have committed to reducing the D/F rate for…
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Educational Leadership and COVID-19
Lessons from Kern County
Counties, districts, and schools have had to respond to ever-shifting issues related to COVID-19. This brief describes the complex challenges that district superintendents faced, which often required expertise in areas beyond traditional…
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Doing Deep Work Together
Lessons for Improving Network Collaboration
Collaborative networks that use continuous improvement principles and tools can accelerate and spread learning across sites and contexts. Districts face unprecedented challenges in meeting students’ and families’ needs in rapidly changing conditions…