Within the TeachAI Policy Workgroup, PACE has facilitated the development of AI policy informational briefs aimed at ensuring the effective, safe, and responsible integration of AI in education. These briefs offer guidance to education leaders and policymakers, emphasizing the importance of crafting policies that prioritize teaching and learning. The briefs provide insights derived from current research and landscape analysis of AI use in TK–12 educational settings, addressing common questions and centering around five guiding principles for developing responsible AI policies in education.

TeachAI—in collaboration with Code.org, CoSN, Digital Promise, the European EdTech Alliance, James Larimore, and PACE—has launched an AI Guidance for Schools Toolkit to help school systems worldwide meet the urgent need for guidance on the safe, effective, and responsible use of artificial intelligence.It helps education authorities, school leaders, teachers, and others create thoughtful guidance to help their communities realize the potential benefits of incorporating artificial intelligence (AI) in education while understanding and mitigating the potential risks.

Newcomers represent a large and understudied subgroup of students in California. The Oakland Unified School District has been disaggregating data on newcomer status for the last 7 years, providing a basis for analyzing graduation outcomes for newcomer compared to non-newcomer students. The data highlight the variance in outcomes based on program placement and design. Drawing from analysis of Oakland Unified’s data and practices, the authors make programmatic recommendations for districts with newcomer students.

This resource guide addresses a key problem that many district and school leaders in California face: how to increase student enrollment and success in A–G courses to reduce equity gaps in college eligibility. Developed from a qualitative research study that examined the policies and practices of nine school districts in California with A–G completion rates surpassing the overall statewide rate, the guide presents strategies, tools, and resources to address challenges with A–G course alignment, counseling, and scheduling.

This brief provides questions for parents, educators, and the public to consider when deciding whether to reopen schools or support remote learning during the COVID-19 pandemic. Education and health policy experts summarize what is known in these areas and provide a set of questions to encourage safe, effective, and equitable teaching and learning during every phase of pandemic schooling.

This suite of publications provides 10 recommendations based on the PACE report to help educators and district leaders provide high-quality instruction through distance and blended learning models in the 2020-21 school year. Despite the challenges of COVID-19, research can guide decisions about student learning and engagement. These recommendations can be used as a framework to prioritize quality instruction.

On July 17th, 2020, Governor Newsom announced that all K–12 schools in California counties with rising COVID-19 infections would be required to teach remotely. Without a strong focus on improving the quality of remote education at scale, students could lose up to a year’s worth of learning, and as many as 1.1 million students could fail to graduate high school. That academic impact would be felt most acutely by low-income, Black, and Latinx students. California’s leaders must act now to prioritize equity and ensure quality across all of the state’s districts. New policies do establish baseline...

California's K-12 public school districts, institutions of higher education, and community organizations are collaborating to improve educational and labor market outcomes. This Resource Guide, based on a qualitative research project, provides intersegmental partnerships with tools to support the development, planning, and monitoring of their data practices. The guide includes critical components of effective strategies for data sharing and use, and can be used as a framework, reflection tool, and networking resource.

The Common Core presents challenges for school districts in teaching and learning. This guidebook provides evidence-based solutions to build teacher capacity, address curriculum gaps, design assessments, leverage technology, engage stakeholders, and manage change. It emphasizes the importance of design thinking, focusing on essential change management practices, and connecting the initiative to a broader vision for improved teaching and learning. The goal is to promote innovation, build reciprocal accountability, and effectively address both technical and human dimensions of change.

The Common Core State Standards (CCSS) aim to improve public education by increasing expectations, deepening subjects, and providing an active curriculum. These goals include addressing disparities in U.S. student performance, reducing remediation rates, improving workplace readiness, and promoting civic participation. Equitable CCSS implementation can help close opportunity and achievement gaps affecting low-income, minority, and English learner students, with all standards expected of all students. California has a unique chance to improve education by implementing the CCSS effectively.

PACE has published a policy book to support informed debates about the issues facing California education. The book includes recommendations to improve education quality, targeting resources to those who need it most, giving local schools more flexibility, and designing policies for continuous improvement. While there's no one solution to fix public education, a series of good policies can bring about fundamental reform and improve outcomes for schools and students.

This paper assesses the perspectives and experiences of stakeholders on San Francisco County’s CARES program, a childcare retention–incentive program. Year 2 saw over a threefold increase in the number of stipends awarded, but recipients felt the program couldn't address ECE staff retention/turnover alone. Solutions need to be implemented within a larger system of support, raising public awareness, expanding professional development opportunities, and exerting pressure on policymakers for sustained funding to augment ECE staff salaries.