In a reflection on her first year as PACE's Executive Director, Lupita Cortez Alcalá highlights the organization’s role in connecting rigorous research with California education policy. PACE's work helped inform two major legislative changes: AB 181, restructuring state education governance, and AB 2555, establishing more consistent and equitable English learner reclassification practices. Through its partnership with Stanford’s SCALE Initiative on Getting Down to Facts III, PACE also helped disseminate 55 technical reports and 22 policy briefs examining critical challenges facing California schools. Alongside research on literacy, mathematics, special education, and other priorities, PACE expanded opportunities for dialogue among researchers, policymakers, educators, and communities. Looking ahead to major leadership transitions and further governance reforms in 2027, Alcalá emphasizes PACE’s commitment to independent, nonpartisan research and collaborative, evidence-informed policymaking for improving opportunities and outcomes for California students.
School districts are investing more heavily in structured pathways to develop future principals, and new research coauthored by University of Utah College of Education scholar David S. Woo shows those pathways are becoming a major part of how districts...
STANFORD, Calif. — California has enacted one of the most significant education governance reforms in state history, adopting legislation through the 2026–27 state budget that reflects three central recommendations from the Policy Analysis for California Education (PACE) report TK–12 Education Governance in California: Past, Present, and Future.
SACRAMENTO – Governor Gavin Newsom today announced he has signed legislation to implement long-standing recommendations to strengthen California’s education governance system to better support its nearly 10,000 schools and approximately six million students. The legislation — Assembly Bill 181 by...
California’s Department of Education will soon be under the control of the governor’s office, drastically changing the role of the next state superintendent, who will be elected in November. The change, pushed through by Gov. Gavin Newsom as part of...
The just-approved state budget strips authority from the elected state superintendent of public instruction, transferring power in January to an appointee of the governor, dramatically changing the oversight and management of a public school system serving more than 6 million...
Legislation for the big shift — moving the California Department of Education from the State Superintendent of Public Instruction’s control to a new chief executive of education under the governor — passed the Legislature Monday, though barely. With 15 lawmakers...
On May 7, 2026, the SCALE initiative at Stanford announced the release of Getting Down to Facts III, a trove of new research about California's education systems. It wasn't a surprise — this is the third time that Stanford has...
This has been a disruptive year for education research. Last February, roughly $1 billion in federal funding was canceled. Amid efforts to dismantle the U.S. Department of Education, most staff at the Institute of Education Sciences (IES), which supports education...
Some teachers say that AI tools, particularly Google Lens, have made it impossible to enforce academic integrity in the classroom—with potentially harmful long-term effects on students’ learning. Google has recently made the visual search tool easier to use on the...
The COVID-19 pandemic highlighted the vital role school systems play in daily life, from learning and socialization to nutrition programs, transportation, and mental health. In the absence of in-person instruction, countless new stressors impacted families, teachers, and administrators who were...
From private school vouchers to threats over “woke” curriculum, the Trump administration has launched a slew of reforms intended to reshape K–12 schools. But it’s still too soon to determine how—or if—those efforts will play out in California...
When a new intervention or program is introduced, the conventional wisdom among many seasoned educators is, “This too shall pass.” This attitude doesn’t mean an intervention is not promising or educators are not flexible and innovative. Rather, it emerges from...
USC Rossier Professor of Education Policy discusses strategies for engaging local stakeholders, her experience as a researcher and how COVID-19 will impact funding for education.
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.
