Artificial intelligence (AI) encompasses a broad set of tools developed to perform tasks that have historically required human intelligence. The new generative AI tools, such as ChatGPT, are not programmed with a specific set of instructions; rather, they are trained on sets of data and algorithms that guide how they respond to prompts. We are increasingly using a range of AI tools—such as autopopulate suggestions, navigation systems, facial recognition on phones, and ChatGPT—in many aspects of our lives. Because of the prevalence and power of these tools, their rapid development, and their potential to be truly disruptive—in positive and negative ways—it is critical that school districts develop policies, guidelines, and supports for the productive use of AI in schools. Later in this commentary, we discuss many of the short-term positives and negatives of using AI in schools. The greatest impact of AI, however, is how it can transform teachers’ roles and student learning.
During the 2022–23 school year, artificial intelligence (AI) evolved from an experimental technology few had heard of into readily available technology that has become widely used by educators and students. There are many ways educators can use AI that may positively revolutionize education to benefit classroom instruction, to support data use and analysis, and to aid in decision-making. The biggest potential upsides of AI for education will be accompanied by major disruptions, however, and districts will need time for thoughtful consideration to avoid some of the worst possible pitfalls. This commentary focuses not on how best to harness the potential of AI in education over the long term but instead on the urgent need for districts to respond to student use of AI. We argue that during summer 2023, districts should adopt policies for the 2023–24 school year that help students to engage with AI in productive ways and decrease the risk of AI-related chaos due to society’s inability to detect inappropriate AI use.
The past 18 months have presented unprecedented challenges for education. As schools gear up for the new academic year, decisions made now will shape the recovery from the pandemic. Collaboration between districts and teacher unions holds the potential to steer education into a stronger future. Although the pandemic strained some labor–management relationships, a California study found that many districts and unions worked collaboratively to address challenges during the crisis. As education moves forward, several key areas need attention: approaching problems collaboratively, prioritizing equity, smart allocation of resources, considering staffing needs, ensuring school safety, and potentially empowering school-level labor–management teams. These steps are vital for a robust recovery and the creation of an education system grounded in fairness and effective learning.
English learners (ELs) face diverse challenges during the pandemic, with varied educational needs and health concerns. The forthcoming academic year will likely amplify the academic gap between EL and non-EL students due to limited access to distance learning. To address this, several policy recommendations are proposed. Universal basic income, health care, and tech access are vital for EL families, especially for those in low-income or undocumented situations. Distance learning must cater to ELs by providing devices, multilingual content, and non-tech learning options. Improved communication with EL families and leveraging their cultural assets are crucial. Extending learning time for ELs, promoting collaboration among teachers, and hiring bilingual family members as aides or tutors are recommended. Assessing returning students' academic status and monitoring funds allocated for ELs' needs are vital. These policy suggestions aim to address EL education challenges amidst the pandemic, stressing equity, resources, and inclusivity in education.
Amid the pandemic, California schools are undergoing extraordinary efforts to support students and families during the pandemic, but the forthcoming academic year poses unprecedented challenges. Without conventional metrics like grades and attendance data, educators face a monumental task amid reduced budgets, varied learning opportunities, and unequal access to resources among students. To aid teachers in this complex scenario, system leaders must shift their focus from traditional professional learning structures to include cognitive science and emotional learning. Creating safe, collaborative environments where teachers can self-reflect and learn collectively is crucial. As schools grapple with the crisis and opportunity gaps, a successful response necessitates prioritizing the learning experiences and insights of frontline educators, fostering conditions for meaningful collaborative learning, and focusing on the student experience. This approach centers on listening to both students and teachers, ensuring a sense of belonging, and promoting adult learning in collaborative spaces.
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
Research consistently highlights disparities in teacher quality, with schools serving disadvantaged students often having less qualified educators. A new study in Education Finance and Policy shifts focus to disparities within schools, finding lower elementary grades (K–2) have teachers with weaker credentials compared to upper grades (3–5) in the same school, impacting the crucial early educational experiences of disadvantaged students. Researchers also explore how school-based accountability programs exacerbate these disparities. No Child Left Behind widened the quality gap between lower and upper grades, prompting principals to shift stronger teachers to higher grades to optimize overall school test performance. For California, heavily invested in early childhood education, this emphasizes the need for quality instruction continuity from preschool to early elementary grades. With early testing starting in second grade, policymakers must consider the unintended consequences of accountability systems on teacher distribution within elementary schools. Otherwise, there is a risk of inadvertently harming children's vital educational development during these crucial formative years.
The Urban School Leaders (USL) program at California State University Dominguez Hills, backed by a five-year federal grant, embodies a partnership between LAUSD districts and the university. Its goal is to prepare leaders for high-needs schools, enhance staff development, and foster student achievement. Adapting to students' needs and the evolving demands on schools has prompted ongoing reflections and changes within the program. Continual adjustments maintain curriculum rigor while integrating theoretical knowledge with practical experiences. The program's evolution is a collaborative effort involving curriculum review, aligning with standards, and emphasizing research-based practices. Forming and nurturing partnerships with school districts necessitates time, flexibility, and creativity, ensuring meaningful dialogues among stakeholders to address LAUSD's student needs. This ongoing learning process emphasizes the importance of active experiences and reflective learning for educational leaders. The success of the program holds promise for policy implications, establishing a new paradigm in leader development, emphasizing ongoing university-district partnerships, transforming urban communities, and embedding research as a regular practice within educational settings. This model foresees universities becoming hubs for continual development, fostering a transformed educational landscape by nurturing stable communities and promoting ongoing research-driven improvements.
Researchers investigate the efficacy of California's technical assistance response to the Elementary and Secondary Education Act (ESEA) requirements, specifically focusing on District Assistance and Intervention Teams (DAITs) in low-performing districts. A new study spans three years and examines the impact on student achievement in math and English language arts (ELA) for Program Improvement Year 3 (PI3) districts, separating them into DAIT and non-DAIT groups. The findings reveal a statistically significant positive impact of DAITs on math achievement, with suggestive evidence of improvements in ELA scores. Additionally, DAITs contribute to reducing achievement gaps among different student groups. While the study cannot pinpoint the specific actions of DAITs leading to improved outcomes, it highlights their potential role in enhancing focus on data-guided instruction, shaping district culture with high expectations, and increasing within-district accountability. Results suggest that intensive technical assistance interventions, such as DAITs, could be a cost-effective means of improving student achievement in low-performing schools and districts, emphasizing the importance of exploring technical assistance provisions in accountability policies for broader applications.
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
From Reactive to Proactive
Artificial intelligence (AI) encompasses a broad set of tools developed to perform tasks that have historically required human intelligence. The new generative AI tools, such as ChatGPT, are not programmed with a specific set of instructions; rather, they are trained on sets of data and algorithms that guide how they respond to prompts. We are increasingly using a range of AI tools—such as autopopulate suggestions, navigation systems, facial recognition on phones, and ChatGPT—in many aspects of our lives. Because of the prevalence and power of these tools, their rapid development, and their potential to be truly disruptive—in positive and negative ways—it is critical that school districts develop policies, guidelines, and supports for the productive use of AI in schools. Later in this commentary, we discuss many of the short-term positives and negatives of using AI in schools. The greatest impact of AI, however, is how it can transform teachers’ roles and student learning.
The Urgent Need to Update District Policies on Student Use of Artificial Intelligence in Education
During the 2022–23 school year, artificial intelligence (AI) evolved from an experimental technology few had heard of into readily available technology that has become widely used by educators and students. There are many ways educators can use AI that may positively revolutionize education to benefit classroom instruction, to support data use and analysis, and to aid in decision-making. The biggest potential upsides of AI for education will be accompanied by major disruptions, however, and districts will need time for thoughtful consideration to avoid some of the worst possible pitfalls. This commentary focuses not on how best to harness the potential of AI in education over the long term but instead on the urgent need for districts to respond to student use of AI. We argue that during summer 2023, districts should adopt policies for the 2023–24 school year that help students to engage with AI in productive ways and decrease the risk of AI-related chaos due to society’s inability to detect inappropriate AI use.
Strong, Collaborative Labor–Management Relations Can Move Postpandemic Education Forward
The past 18 months have presented unprecedented challenges for education. As schools gear up for the new academic year, decisions made now will shape the recovery from the pandemic. Collaboration between districts and teacher unions holds the potential to steer education into a stronger future. Although the pandemic strained some labor–management relationships, a California study found that many districts and unions worked collaboratively to address challenges during the crisis. As education moves forward, several key areas need attention: approaching problems collaboratively, prioritizing equity, smart allocation of resources, considering staffing needs, ensuring school safety, and potentially empowering school-level labor–management teams. These steps are vital for a robust recovery and the creation of an education system grounded in fairness and effective learning.
COVID-19’s Impact on English Learner Students
English learners (ELs) face diverse challenges during the pandemic, with varied educational needs and health concerns. The forthcoming academic year will likely amplify the academic gap between EL and non-EL students due to limited access to distance learning. To address this, several policy recommendations are proposed. Universal basic income, health care, and tech access are vital for EL families, especially for those in low-income or undocumented situations. Distance learning must cater to ELs by providing devices, multilingual content, and non-tech learning options. Improved communication with EL families and leveraging their cultural assets are crucial. Extending learning time for ELs, promoting collaboration among teachers, and hiring bilingual family members as aides or tutors are recommended. Assessing returning students' academic status and monitoring funds allocated for ELs' needs are vital. These policy suggestions aim to address EL education challenges amidst the pandemic, stressing equity, resources, and inclusivity in education.
What Comes Next for Professional Learning in the Time of COVID-19
Amid the pandemic, California schools are undergoing extraordinary efforts to support students and families during the pandemic, but the forthcoming academic year poses unprecedented challenges. Without conventional metrics like grades and attendance data, educators face a monumental task amid reduced budgets, varied learning opportunities, and unequal access to resources among students. To aid teachers in this complex scenario, system leaders must shift their focus from traditional professional learning structures to include cognitive science and emotional learning. Creating safe, collaborative environments where teachers can self-reflect and learn collectively is crucial. As schools grapple with the crisis and opportunity gaps, a successful response necessitates prioritizing the learning experiences and insights of frontline educators, fostering conditions for meaningful collaborative learning, and focusing on the student experience. This approach centers on listening to both students and teachers, ensuring a sense of belonging, and promoting adult learning in collaborative spaces.
Our Children’s Education Should be a Priority as California Recovers from Coronavirus
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
Evidence to Inform Recovery
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
Summary of the 2020 PACE/USC Rossier Poll Results Presentation
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
School-Based Accountability and the Distribution of Teacher Quality Across Grades in Elementary School
Research consistently highlights disparities in teacher quality, with schools serving disadvantaged students often having less qualified educators. A new study in Education Finance and Policy shifts focus to disparities within schools, finding lower elementary grades (K–2) have teachers with weaker credentials compared to upper grades (3–5) in the same school, impacting the crucial early educational experiences of disadvantaged students. Researchers also explore how school-based accountability programs exacerbate these disparities. No Child Left Behind widened the quality gap between lower and upper grades, prompting principals to shift stronger teachers to higher grades to optimize overall school test performance. For California, heavily invested in early childhood education, this emphasizes the need for quality instruction continuity from preschool to early elementary grades. With early testing starting in second grade, policymakers must consider the unintended consequences of accountability systems on teacher distribution within elementary schools. Otherwise, there is a risk of inadvertently harming children's vital educational development during these crucial formative years.
A Culture of Continuous Improvement for Improved Educational Leadership Development and Training
The Urban School Leaders (USL) program at California State University Dominguez Hills, backed by a five-year federal grant, embodies a partnership between LAUSD districts and the university. Its goal is to prepare leaders for high-needs schools, enhance staff development, and foster student achievement. Adapting to students' needs and the evolving demands on schools has prompted ongoing reflections and changes within the program. Continual adjustments maintain curriculum rigor while integrating theoretical knowledge with practical experiences. The program's evolution is a collaborative effort involving curriculum review, aligning with standards, and emphasizing research-based practices. Forming and nurturing partnerships with school districts necessitates time, flexibility, and creativity, ensuring meaningful dialogues among stakeholders to address LAUSD's student needs. This ongoing learning process emphasizes the importance of active experiences and reflective learning for educational leaders. The success of the program holds promise for policy implications, establishing a new paradigm in leader development, emphasizing ongoing university-district partnerships, transforming urban communities, and embedding research as a regular practice within educational settings. This model foresees universities becoming hubs for continual development, fostering a transformed educational landscape by nurturing stable communities and promoting ongoing research-driven improvements.
Technical Assistance Can Play a Key Role for Poorly-Performing Schools
Researchers investigate the efficacy of California's technical assistance response to the Elementary and Secondary Education Act (ESEA) requirements, specifically focusing on District Assistance and Intervention Teams (DAITs) in low-performing districts. A new study spans three years and examines the impact on student achievement in math and English language arts (ELA) for Program Improvement Year 3 (PI3) districts, separating them into DAIT and non-DAIT groups. The findings reveal a statistically significant positive impact of DAITs on math achievement, with suggestive evidence of improvements in ELA scores. Additionally, DAITs contribute to reducing achievement gaps among different student groups. While the study cannot pinpoint the specific actions of DAITs leading to improved outcomes, it highlights their potential role in enhancing focus on data-guided instruction, shaping district culture with high expectations, and increasing within-district accountability. Results suggest that intensive technical assistance interventions, such as DAITs, could be a cost-effective means of improving student achievement in low-performing schools and districts, emphasizing the importance of exploring technical assistance provisions in accountability policies for broader applications.
Welcome to Conditions of Education in California
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
Getting Down to Facts
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.