H. Alix Gallagher

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

H. Alix Gallagher is the Director of Strategic Partnerships. In that role she leads partnerships with intermediaries working to improve student outcomes. The partnerships co-develop 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, Dr. Gallagher is leveraging her knowledge of instruction and teacher learning to provide support for partners rethinking districts’ instructional models as they moved to distance and blended learning. Current partners include the CORE Districts, California Education Partners, and Mills Teacher Scholars. Before joining PACE, Dr. 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. 

Publications by H. Alix Gallagher
pb_pace_edresearch_aug20
How can schools provide high-quality distance and blended learning during the pandemic? This brief includes a mix of rigorous evidence from extant studies, data from interviews with practitioners who described their learnings from informal…
PB Cottingham July 2020
Research to Guide Distance and Blended Instruction
Though the delivery of instruction in the 2020–21 school year will be altered to mitigate the spread of COVID-19, a long-standing research base on high-quality instruction can inform decisions about students’ learning and engagement. The following…
The Case of Garden Grove Unified School District
This case study of the culture of improvement in the Garden Grove Unified School District (GGUSD) is part of a broader set of reports on findings from the CORE-PACE Research Partnership’s developmental evaluation in 2018-19. The research in 2018-19…
The Case of Ayer Elementary
In the past few years, California’s education policies have focused on continuous improvement as a general approach to improving student outcomes. While approaches for doing continuous improvement are sometimes well-specified (e.g., in specific…