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PACE @edpolicyinca.org · 02/10/2026

A new PACE brief by Lisa Towne and Alix Gallagher draws on evidence from Getting Down to Facts III to identify 3 critical areas for strengthening California’s education system and ensure success of the state’s investments in education improvements. edpolicyinca.org/publications... (1/4)

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PACE @edpolicyinca.org · 01/10/2026

Interviews with district leaders show uneven readiness, with nearly half of districts having little or no organized response to AI, even though many educators are already using it in their work. (2/4)

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PACE @edpolicyinca.org · 01/10/2026

New brief from PACE by Jennifer Ahn of Lead by Learning and Alix Gallagher of PACE explores how California school districts are responding to AI and makes concrete recommendations for addressing AI integration more strategically. edpolicyinca.org/publications... (1/4)

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PACE @edpolicyinca.org · 30/09/2026

TOMORROW: What does California’s historic TK–12 governance reform mean for students, families, and schools? Join Brooks Allen, Lupita Cortez Alcalá, Ted Lempert, and Yolie Flores for a timely conversation on October 1, 3–4:30 pm PT. Register today! bit.ly/caedgovreset

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PACE @edpolicyinca.org · 24/09/2026

Findings: (1) Program capacity-building based on state budget processes led to misalignment in defining roles, building support structures, and defining governance across state, local, and regional levels. (2/4)

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PACE @edpolicyinca.org · 24/09/2026

A new PACE brief by Karina Ruiz and Hayin Kimner at highlights lessons from the California Community Schools Partnership Program learned from challenges implementing the program’s first phase and makes recommendations for strengthening its next phase. edpolicyinca.org/publications... (1/4)

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PACE @edpolicyinca.org · 24/09/2026

NEXT WEEK: What does California’s historic TK–12 governance reform mean for students, families, and schools? Join Brooks Allen, Lupita Cortez Alcalá, Ted Lempert, and Yolie Flores for a timely conversation on October 1, 3–4:30 pm PT. Register today! bit.ly/caedgovreset

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PACE @edpolicyinca.org · 22/09/2026

(2) Nearly two thirds of districts have lost students over the last 2 decades, reducing district funding based on average daily attendance and increasing cost pressures. (3/7)

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PACE @edpolicyinca.org · 22/09/2026

(1) Findings: Heavy reliance on personal income tax for education revenue creates more volatility, and legislature funding of short-term categorical programs makes it hard for districts to prioritize long-term needs. (2/7)

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PACE @edpolicyinca.org · 22/09/2026

New report from PACE by H. Alix Gallagher and Lawrence O. Picus examines California’s funding for TK–12 education, finding that despite increased spending, the education system faces several critical finance issues that policymakers need to address. edpolicyinca.org/publications... (1/7)

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PACE @edpolicyinca.org · 22/09/2026

(4) Participation in pipeline programs was linked to stronger outcomes in promotion and retention of new principals, suggesting programs can be leveraged as a retention tool. (5/7)

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PACE @edpolicyinca.org · 22/09/2026

(3) Pipeline programs have helped diversify school leadership, but growth in gender and race/ethnicity diversity was uneven and does not fully represent student populations, suggesting pipelines need time to mature. (4/7)

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PACE @edpolicyinca.org · 22/09/2026

(2) Formal teacher-leader roles, such as TOSAs and instructional coaches, have become an important stepping stone to assistant principal and principal positions, but special education teachers are underrepresented in these pathways. (3/7)

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PACE @edpolicyinca.org · 22/09/2026

Findings: (1) Principal pipelines have grown substantially. By 2021, more than half of new principals in participating districts had participated in a pipeline program. (2/7)

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PACE @edpolicyinca.org · 22/09/2026

New PACE report by Laura K. Rogers, David S. Woo, and Lydia Gandy-Fastovich, examines how principal pipeline programs in five large, urban California districts helped develop effective school leadership. edpolicyinca.org/publications... (1/7)

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PACE @edpolicyinca.org · 22/09/2026

(4) Participation in pipeline programs was linked to stronger outcomes in promotion and retention of new principals, suggesting programs can be leveraged as a retention tool. (5/7)

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PACE @edpolicyinca.org · 22/09/2026

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PACE @edpolicyinca.org · 22/09/2026

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PACE @edpolicyinca.org · 22/09/2026

Findings: (1) Principal pipelines have grown substantially. By 2021, more than half of new principals in participating districts had participated in a pipeline program. (2/7)

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PACE @edpolicyinca.org · 22/09/2026

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PACE @edpolicyinca.org · 14/09/2026

PACE Director of Education Policy and Outcomes @agallagheredpolicy.bsky.social joins EdTrust–West’s 2026 Ed Equity Forum in San Diego on Sept 23 to explore how school funding can better align resources and accountability with what students need to thrive. Registration: edtrustwest.info/Agenda-S-2026

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PACE @edpolicyinca.org · 09/09/2026

TOMORROW: Explore cross-state lessons for strengthening transparency and accountability in California’s public education system during School Governance, from the Getting Down to Facts III webinar series. Thursday, Sept 10, 12–1 pm PT. Register now! stanford.zoom.us/webinar/regi...

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PACE @edpolicyinca.org · 08/09/2026

California’s new TK–12 governance reform could be one of the most consequential changes to public education in generations. Join us to learn what’s changing, what happens next—and how to ensure it delivers for students. Oct 1 | 3–4:30 pm PT | Register now: edpolicyinca.org/events/calif...

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PACE @edpolicyinca.org · 01/09/2026

(4) Because California lacks a coherent, accountable system of support, districts cannot reliably receive help from the state, hampering sustained, consistent improvement aligned with the state’s vision for math education. (5/5)

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PACE @edpolicyinca.org · 01/09/2026

(3) While the state calls for high standards for student learning in its Mathematics Framework, districts lack guidance on teaching practices and high-quality instructional materials to meet those expectations. (4/5)

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PACE @edpolicyinca.org · 01/09/2026

(2) A critical challenge for many districts is a workforce underprepared for teaching TK–8 math and lack of opportunities for professional development and coaching for math teachers. (3/5)

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PACE @edpolicyinca.org · 01/09/2026

Findings: (1) District leaders see mathematics as foundational, yet most did not name math instruction among their top priorities, citing initiative overload and limited capacity as key barriers. (2/5)

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PACE @edpolicyinca.org · 01/09/2026

New PACE brief finds that many districts lack the coherent statewide supports necessary to meet the high expectations California has set for TK–8 math education. (1/5) edpolicyinca.org/publications...

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PACE @edpolicyinca.org · 10/07/2026

California has enacted one of the most significant education governance reforms in state history. The 2026–27 state budget reflects three central recommendations from PACE's report TK–12 Education Governance in California: Past, Present, and Future. edpolicyinca.org/newsroom/pac... (1/5)

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PACE @edpolicyinca.org · 09/07/2026

DLI boosts attendance: Students in multilingual classrooms attend school more often than comparable peers in English-only classrooms—about 12 more days per year on average. (2/5)

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PACE @edpolicyinca.org · 09/07/2026

A new PACE commentary presents findings that dual language immersion (DLI) improves outcomes for English learners and supports California’s goals to expand multilingual education. edpolicyinca.org/newsroom/dua... (1/5)

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PACE @edpolicyinca.org · 21/05/2026

New PACE commentary by Yang Caroline Wang of Education Analytics explores the connection between academic recovery, chronic absenteeism, and social-emotional learning. SEL are strongly linked to school attendance—now more than before the pandemic. edpolicyinca.org/newsroom/wha... (1/4)

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PACE @edpolicyinca.org · 28/04/2026

THURSDAY 4/30: PACE is excited to co-host Our Future, Our Voice: A Youth-Led Gubernatorial Forum on April 30, 2026, 5:30pm at the Fresno Convention Center with California PTA (CAPTA) and Youth Leadership Institute (yli). (1/3) edpolicyinca.org/events/our-f...

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PACE @edpolicyinca.org · 25/04/2026

PACE is hiring! We’re seeking a dynamic, strategic, and collaborative research associate to support district partnerships while advancing education policy and systems change in PK–12 education across CA. Learn more and apply today! edpolicyinca.org/careers/educ... @stanfordeducation.bsky.social

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PACE @edpolicyinca.org · 23/03/2026

(3) Overall, youth in foster care face increased rates of out-of-school suspension; this elevated disciplinary risk is highest when students enter foster care. (4/5)

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PACE @edpolicyinca.org · 23/03/2026

(2) The effects of transitioning into and out of foster care on chronic school absence are strongest for students in the elementary and middle grades. (3/5)

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PACE @edpolicyinca.org · 23/03/2026

Findings: (1) Overall, students’ absences decrease when they enter foster care status, but absences increase when students exit care, or are no longer classified as “foster youth.” (2/5)

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PACE @edpolicyinca.org · 23/03/2026

A new PACE policy brief by Kevin A. Gee, S. Colby Woods, and Michael A. Gottfried examines the effects of transitioning into and out of foster care on students’ school absences and the discipline they received in 4 California school districts. edpolicyinca.org/publications... (1/5)

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PACE @edpolicyinca.org · 17/03/2026

Study districts aligned leader mindsets, streamlined processes, and broadened pathways to reclassification, leading to increased reclassification rates and reduced disparities. (4/5)

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PACE @edpolicyinca.org · 17/03/2026

New report from PACE by Diana Mercado-Garcia, Amy Gerstein, Laurel Sipes, Sebastian Castrechini, and Guillermo Solano-Flores examines how California’s complex reclassification system creates barriers for students exiting English learner status. edpolicyinca.org/publications... (1/5)

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PACE @edpolicyinca.org · 12/03/2026

The authors examine UC Davis’s activities as a Collaborative partner through the lens of a collective impact framework to identify support for aligning regional goals, sharing data, coordinating activities, building relationships, and maintaining the partnership. (2/3)

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PACE @edpolicyinca.org · 12/03/2026

New PACE brief by Alexandria Hurtt, Sherrie Reed, & Casey Duyan presents a case study of @ucdavis.bsky.social’s role as a Regional K–16 Education Collaborative partner in three California regions, considering critical components of intersegmental partnerships. edpolicyinca.org/publications... (1/3)

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PACE @edpolicyinca.org · 25/02/2026

8. While chronic absence is a major challenge across the state, bright spots can be found in every type of locale in California. (9/10)

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PACE @edpolicyinca.org · 25/02/2026

7. Despite small decreases for most groups, chronic absence remains especially high among particular student groups. (8/10)

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PACE @edpolicyinca.org · 25/02/2026

6. Chronic absence is highest in kindergarten and in high school, which has potential longer-term effects on learning and graduation rates. (7/10)

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PACE @edpolicyinca.org · 25/02/2026

5. By percentage, high and extreme chronic absence is more prevalent in secondary schools. (6/10)

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PACE @edpolicyinca.org · 25/02/2026

4. By count, the largest number of schools (2,350 in total) with high and extreme chronic absence served elementary students. (5/10)

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PACE @edpolicyinca.org · 25/02/2026

3. Chronic absence is most pervasive in the highest poverty schools, where its consequences are also most severe. (4/10)

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PACE @edpolicyinca.org · 25/02/2026

2. Nearly half of California schools have high or extreme levels of chronic absence—more than double the prepandemic rate. (3/10)

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PACE @edpolicyinca.org · 25/02/2026

1. Chronic absence rates remain alarmingly high—far above prepandemic levels—and the rate of decline is slowing. (2/10)

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