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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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Reposted by PACE

Families In Schools @familiesinschools.bsky.social · 16h

Join us tomorrow for a FREE webinar unpacking CA's historic TK-12 governance reform with the California Education Promise Alliance, @childrennow.bsky.social, @edpolicyinca.org, EdTrust–West, Para Los Niños, & FIS! 📅 Tomorrow, 10/1 🕛 3-4:30 pm PST Don’t miss out—register today: bit.ly/caedgovreset

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PACE @edpolicyinca.org · 24/09/2026

(3): Without clear standards, it is not possible to define success or measure progress, so program participants defaulted to compliance in reporting requirements rather than self-reflection and shared learning. (4/4)

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PACE @edpolicyinca.org · 24/09/2026

(2): While local flexibility in program design remains fundamental, consistent statewide guidelines and tools were largely lacking but are essential for defining quality implementation and supporting large-scale transformation. (3/4)

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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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Reposted by PACE

Families In Schools @familiesinschools.bsky.social · 23/09/2026

What does CA’s TK–12 governance reform mean for students, families, & educators? Next week, join the CA Education Promise Alliance, @childrennow.bsky.social, & @edpolicyinca.org for a webinar about the new governance structure & what lies ahead. 📅 10/1/26 🕛 3-4:30 pm PST 🔗 bit.ly/caedgovreset

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PACE @edpolicyinca.org · 22/09/2026

(6) Some districts, including “basic aid” districts and necessary small schools, experience these trends differently and have unique needs that also require thoughtful consideration. (7/7)

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PACE @edpolicyinca.org · 22/09/2026

(5) As a result, even while per-pupil spending is at an all-time high, many districts are revenue-strapped. (6/7)

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PACE @edpolicyinca.org · 22/09/2026

(4) Other types of costs are rising quickly, particularly for special education, pensions, health care, and retiree benefits, obligations that can crowd out resources for salaries, instruction, and student supports. (5/7)

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PACE @edpolicyinca.org · 22/09/2026

(3) Teacher salary schedules have remained mostly flat after inflation, but housing and living costs have climbed, which makes teacher compensation a growing challenge. (4/7)

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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

The report recommends aligning teacher and principal pipelines, using teacher-leader roles strategically, and addressing important gaps, such as the lack of special education teachers entering leadership roles. (7/7)

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PACE @edpolicyinca.org · 22/09/2026

(5) Persistent challenges to program sustainability include recruitment, funding fluctuations, inconsistent practices, and persistent pandemic-related issues such as absenteeism. (6/7)

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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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Reposted by PACE

Families In Schools @familiesinschools.bsky.social · 26/08/2026

CA has enacted sweeping education governance reforms through AB 181. Now comes the hard part: implementation. FIS connected with Lupita Cortez Alcalá of @edpolicyinca.org to discuss what the law means for families & the indicators to watch as these changes occur. 🔗 Read: bit.ly/iww-lupita-c...

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PACE @edpolicyinca.org · 21/08/2026

NEW: @familiesinschools.bsky.social interviews PACE Executive Director Lupita Cortez Alcalá on California’s landmark education governance reform—and the most significant questions ahead for students, families, and schools. familiesinschools.org/2026/08/20/c...

familiesinschools.org

California Passes Education Governance Reform. What’s Next?: A Conversation with Lupita Cortez Alcalá - Families In Schools

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Reposted by PACE

Education Analytics @educationanalytics.bsky.social · 05/08/2026

A decline in seventh-grade self-efficacy doesn't mean a school's SEL program is failing—it may just mean a student is navigating middle school. Yang Caroline Wang presented this finding at the 2026 EA Staff Conference, drawing on the CORE Districts' large-scale (1/3)

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PACE @edpolicyinca.org · 10/07/2026

PACE is proud that its research and policy recommendations informed this landmark reform. Together, these changes strengthen California's capacity for accountability, continuous improvement, and better outcomes for students. (5/5)

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PACE @edpolicyinca.org · 10/07/2026

PACE research found that fragmented governance contributes to fragmented implementation. These reforms create clearer roles, strengthen implementation capacity, and build a more coherent statewide education governance system to better support schools and students. (4/5)

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PACE @edpolicyinca.org · 10/07/2026

The law also refines the role of the Superintendent of Public Instruction as California's independently elected, nonpartisan voice for the public interest while strengthening statewide coherence across policymaking, funding, implementation, and independent evaluation. (3/5)

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PACE @edpolicyinca.org · 10/07/2026

The reform modernizes executive leadership by placing administration of the California Department of Education under an Education Commissioner appointed by the Governor, confirmed by the Senate, and serving under the State Board of Education. (2/5)

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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

These findings validate DLI as a high-leverage strategy to reduce absenteeism, support English language development, and promote equity for multilingual learners—if the state strategically invests in expanding access, building infrastructure, and promoting enrollment in DLI programs. (5/5)

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PACE @edpolicyinca.org · 09/07/2026

Benefits hold at scale: Findings from a study of Los Angeles Unified School District were consistent even as the district expanded its DLI program to hundreds of schools. (4/5)

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PACE @edpolicyinca.org · 09/07/2026

DLI does not appear to delay English acquisition, a common parental concern: By the end of elementary school, English learners in DLI reclassify at similar rates as peers in English-only classrooms. (3/5)

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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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