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. In research partnerships with California Education Partners and CORE Districts, the partners co-develop a research plan that provides ongoing feedback to support those organizations’ work and broader learning for California about how to support district and school improvement. Gallagher also leads PACE’s partnership with TeachAI, engaging with how artificial intelligence affects education and what state and district-policy makers could do in emerging arena. 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 2023

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
Commentary by H. Alix Gallagher
: From Reactive to Proactive
: The Urgent Need to Update District Policies on Student Use of Artificial Intelligence in Education
H. Alix Gallagher in the Media
: As the New School Year Begins, How Are Teachers Handling Students’ Use of AI?
: More Schools Want Your Kids to Use Chat GPT. Really.
: LA Unified Has a Brand New Grade. Will 4-Year-Olds Enroll?
: California Must Incentivize and Support Further Efforts to Expand TK
: California Must Incentivize and Support Further Efforts to Expand TK Programming
Publications by H. Alix Gallagher
California’s Major Investment in Universal Transitional Kindergarten
California’s Major Investment in Universal Transitional Kindergarten
What Districts Need to Fulfill Its Promise
California's Universal Transitional Kindergarten (UTK) faces challenges as districts prioritize meeting state requirements, hindering focus on quality. To address this, the state can incentivize districts by setting a vision, establishing goals, and…
Engaging Schools to Improve Ninth-Grade Outcomes
Engaging Schools to Improve Ninth-Grade Outcomes
CORE’s Approach
Busy educators are often faced with a dilemma—staying up to date with evidence-based practices and initiatives that support their professional growth while combating a constant barrage of superficial ideas from other contexts. Continuous improvement…
Weaving and Stacking: How School Districts Craft Coherence Towards Continuous Improvement
Weaving and Stacking
How School Districts Craft Coherence Towards Continuous Improvement
Using qualitative case study methods, we examine how educators describe continuous improvement and craft coherence for implementation. We find that educators attempted to build system-wide improvement capabilities, taking into consideration theories…
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…