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Optimists believe AI will partner with teachers to provide customized learning resources, digital tutors, and innovative experiences tailored to individual students’ needs. Pessimists express concerns about the potential dehumanization of education, arguing that AI could increase students' reliance on digital tools, reduce meaningful human interactions, and perpetuate biases and misinformation. In this article, the authors highlight the need for education leaders and policymakers to navigate the use of AI with care, balancing its transformative potential with its inherent risks.
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IES issued a report on the future of education research at the National Centers for Education Research and Special Education Research. The report identifies issues, details new methods and research investments needed in the future. PACE produced a paper to synthesize existing evidence in the field and frame recommendations. Public input and outside experts were also consulted.
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California and the US are undergoing a cultural shift in school accountability policies towards locally-determined measures of school performance. Lessons can be learned from the CORE districts, which developed an innovative accountability system, emphasizing support over sanctions, and utilizing multiple measures of school quality. The CORE districts' measurement system and collaboration hold promise for improving local systems, but efforts to build capacity remain a work in progress.
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The Local Control Funding Formula (LCFF) replaced categorical funding for schools in California in 2013, providing flexibility, targeted student funding, and local accountability. Two years in, research shows optimism and concern. The Local Control and Accountability Plan (LCAP) faces challenges, stakeholders need more engagement, and implementation requires capacity and overcoming the emerging teacher shortage. Public awareness of LCFF lags at 65%.
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The gap between researchers and policy makers is a significant issue. Both sides agree that the current state of affairs is unsatisfactory, but fundamental differences between their orientations and interests inevitably lead to disagreements about which questions merit study and which answers merit attention. The gap finds its origins in intrinsic dilemmas of policy research, making it wide and apparently unbridgeable.