SCALE Initiative at Stanford University

What does it take to improve student outcomes at scale? A recent EdSource commentary by Ted Lempert argues that strengthening California’s education governance system is a critical step toward creating clearer accountability, stronger coordination, and better support for schools and students. The piece highlights the broad coalition of organizations supporting governance reform and points to findings from Getting Down to Facts III (GDTF III), which identified governance reform as foundational to many of the larger improvements needed across California’s education system. As California continues grappling with achievement gaps, accountability challenges, and systemwide inequities, the article raises an important question: how can the state build an education system that is more coherent, responsive, and effective for students? 🔗 Read the full commentary: https://lnkd.in/g8MHSghf 🔗 Explore the GDTF III research and summary report: https://lnkd.in/g5Jsu5Z2

As classrooms become increasingly diverse in academic readiness, language background, and prior achievement, one-size-fits-all instruction leaves many students without the individualized support they need to thrive. In this recent report from SCALE Initiative at Stanford University's Getting Down to Facts III, Dr. Susanna Loeb and Lauren Ziegler examine how relationship-based individualized instruction, particularly high-impact tutoring, can help address that challenge at scale. The report highlights: 📊 National data showing that 42% of public schools now offer high-impact tutoring 📚 Strong causal evidence linking high-impact tutoring to significant learning gains 🏫 Insights from California district leaders, principals, and case studies on implementation in practice 💡 How funding, scheduling, staffing, and governance shape whether tutoring is delivered effectively and sustained over time The report also explores an important reality: while billions have been invested in tutoring and learning recovery efforts, implementation varies widely across districts. Sustaining effective tutoring requires more than funding alone. It depends on institutional conditions, program design, and consistent alignment with research-based practices. As districts continue thinking about personalization, intervention systems, and learning acceleration, this report offers important insights into what it takes to move from fragmented supports toward systematic access to individualized instruction. 🔗 Read the report here: https://lnkd.in/gFY-HNNm

💡 California PreK-12 #GDTFIII Fact of the Day! 𝗢𝗻𝗹𝘆 𝗮𝗯𝗼𝘂𝘁 𝟭 𝗶𝗻 𝟱 𝗖𝗮𝗹𝗶𝗳𝗼𝗿𝗻𝗶𝗮 𝗱𝗶𝘀𝘁𝗿𝗶𝗰𝘁 𝗹𝗲𝗮𝗱𝗲𝗿𝘀 𝗿𝗲𝗽𝗼𝗿𝘁𝗲𝗱 𝘁𝗵𝗮𝘁 𝘁𝗵𝗲 𝘀𝘁𝗮𝘁𝗲’𝘀 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗗𝗮𝘀𝗵𝗯𝗼𝗮𝗿𝗱 𝗶𝘀 𝗮 𝗺𝗮𝗷𝗼𝗿 𝗱𝗿𝗶𝘃𝗲𝗿 𝗼𝗳 𝘁𝗵𝗲𝗶𝗿 𝗱𝗶𝘀𝘁𝗿𝗶𝗰𝘁 𝗽𝗿𝗶𝗼𝗿𝗶𝘁𝗶𝗲𝘀. Shira K. Haderlein and Morgan Polikoff examined California’s public accountability tools, including the Dashboard and School Accountability Report Cards, to better understand how they can become more clear, accessible, and actionable for families, educators, and policymakers. This finding highlights the gap between having data and actually using it. It’s a reminder that it’s not just about collecting information, it’s about what we do with it. Read the full report and explore the research behind the data: https://lnkd.in/gZr_gJXZ 👈 GDTF III includes 55 technical reports and 22 research briefs from researchers across leading institutions nationwide. 𝗦𝘁𝗮𝘆 𝘁𝘂𝗻𝗲𝗱 𝗳𝗼𝗿 𝗺𝗼𝗿𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝗙𝗮𝗰𝘁 𝗼𝗳 𝘁𝗵𝗲 𝗗𝗮𝘆! #GettingDownToFacts #CaliforniaEducation

👋🏼 𝗠𝗲𝗲𝘁 𝗢𝘂𝗿 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗜𝗺𝗽𝗮𝗰𝘁 𝗙𝗲𝗹𝗹𝗼𝘄𝘀! This summer, our Educational Impact Fellows are bringing their passions for equity, research, and student success to projects across the Stanford University. ➡️ Swipe through to meet four of this year’s fellows! ✨ Aaliyah Agyen — A Data Science and Social Systems student passionate about using data analytics to close opportunity gaps in education after experiencing inequities firsthand in Brooklyn, New York. ✨ Aydin Alsan — A math and computer science student interested in applying data science and statistical tools to expand equitable educational opportunities for students. ✨ Nina Carbuccia — An Earth Systems major and Art Practice minor committed to making education and research more accessible for marginalized communities in the Bay Area. ✨ Morgan Deale — A psychology student focused on understanding how children thrive in adverse environments and how education systems can better support them. This summer: 🤝 Aaliyah will work with Professor Susanna Loeb and the SCALE Initiative at Stanford University 🤝 Aydin and Nina will work with Professor Sean Reardon and The Educational Opportunity Project (EOP) at Stanford University 🤝 Morgan will work with Professor Jelena Obradovic and the SPARK at Stanford Stay tuned to meet the rest of our 2026 fellows! Learn more about the fellowship program: https://lnkd.in/eSw3dZNc

💡 California PreK-12 #GDTFIII Fact of the Day! 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻𝗮𝗹 ��𝗶𝗻𝗱𝗲𝗿𝗴𝗮𝗿𝘁𝗲𝗻 (𝗧𝗞) 𝗽𝗿𝗼𝗱𝘂𝗰𝗲𝗱 𝗹𝗮𝗿𝗴𝗲𝗿 𝗮𝗻𝗱 𝗺𝗼𝗿𝗲 𝗽𝗲𝗿𝘀𝗶𝘀𝘁𝗲𝗻𝘁 𝗴𝗮𝗶𝗻𝘀 𝗶𝗻 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝗮𝗻𝗱 𝗺𝗮𝘁𝗵 𝗳𝗼𝗿 𝘀𝗼𝗰𝗶𝗼𝗲𝗰𝗼𝗻𝗼𝗺𝗶𝗰𝗮𝗹𝗹𝘆 𝗱𝗶𝘀𝗮𝗱𝘃𝗮𝗻𝘁𝗮𝗴𝗲𝗱 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝘄𝗵𝗲𝗻 𝘁𝗵𝗼𝘀𝗲 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗹𝗮𝘁𝗲𝗿 𝗮𝘁𝘁𝗲𝗻𝗱𝗲𝗱 𝗯𝗲𝘁𝘁𝗲𝗿-𝗳𝘂𝗻𝗱𝗲𝗱 𝗲𝗹𝗲𝗺𝗲𝗻𝘁𝗮𝗿𝘆 𝘀𝗰𝗵𝗼𝗼𝗹𝘀. This report by Rucker Johnson and Austin Land shows how California's investments in CSPP, TK, and elementary school spending delivered substantial, equity-enhancing gains in student achievement, and their effects reinforce one another across the preschool and early elementary grades. The results suggest that sequenced public investments in educational opportunity can produce developmental multiplier effects that exceed the sum of their independent effects. Read the full report and explore the research behind the data: https://lnkd.in/gyFjMJmK 👈 GDTF III includes 55 technical reports and 22 research briefs from researchers across leading institutions nationwide. 𝗦𝘁𝗮𝘆 𝘁𝘂𝗻𝗲𝗱 𝗳𝗼𝗿 𝗺𝗼𝗿𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝗙𝗮𝗰𝘁 𝗼𝗳 𝘁𝗵𝗲 𝗗𝗮𝘆! #GettingDownToFacts #CaliforniaEducation

New research shows that #TransitionalKindergarten (TK) is delivering measurable academic gains for children, especially for young learners from communities that are under-resourced. 📈 A new report in the “Getting Down to Facts III” series from the SCALE Initiative at Stanford University finds that for low-income students, attending TK led to 6 months more learning gains in 3rd grade reading 📚 and math 📏 achievement—with benefits lasting through at least 4th grade. The research also found that California’s investments in #EarlyLearning programs and K–12 schools work best together to drive long-term academic success. Rolling out programs like California State Preschool and TK alongside increased school funding created stronger outcomes for students than either investment alone. Read the full report here: https://lnkd.in/gyFjMJmK #StatePreschool #ELCInvestments

💡 California PreK-12 #GDTFIII Fact of the Day! 𝗖𝗮𝗹𝗶𝗳𝗼𝗿𝗻𝗶𝗮 𝘀𝗲𝗿𝘃𝗲𝘀 𝗼𝘃𝗲𝗿 𝟴𝟲𝟱,𝟬𝟬𝟬 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝘄𝗶𝘁𝗵 𝗱𝗶𝘀𝗮𝗯𝗶𝗹𝗶𝘁𝗶𝗲𝘀 — 𝗺𝗼𝗿𝗲 𝘁𝗵𝗮𝗻 𝟭𝟬% 𝗼𝗳 𝗮𝗹𝗹 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝘄𝗶𝘁𝗵 𝗱𝗶𝘀𝗮𝗯𝗶𝗹𝗶𝘁𝗶𝗲𝘀 𝗻𝗮𝘁𝗶𝗼𝗻𝘄𝗶𝗱𝗲. This report by Lindsey Kaler, Michaela Krug O'Neill, Patricia Strach, and Susan Moffitt analyzes California’s special education workforce needs across teachers, related service providers, and paraeducators. It highlights strategies for improving recruitment, preparation, role design, and retention. Read the full report and explore the research behind the data: https://lnkd.in/gadBwDiT 👈 GDTF III includes 55 technical reports and 22 research briefs from researchers across leading institutions nationwide. 𝗦𝘁𝗮𝘆 𝘁𝘂𝗻𝗲𝗱 𝗳𝗼𝗿 𝗺𝗼𝗿𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝗙𝗮𝗰𝘁 𝗼𝗳 𝘁𝗵𝗲 𝗗𝗮𝘆! #GettingDownToFacts #CaliforniaEducation

California’s education system is at a turning point where what happens next really matters. To better understand this moment, we developed 𝗚𝗲𝘁𝘁𝗶𝗻𝗴 𝗗𝗼𝘄𝗻 𝘁𝗼 𝗙𝗮𝗰𝘁𝘀 𝗜𝗜𝗜 (𝗚𝗗𝗧𝗙 𝗜𝗜𝗜), a comprehensive review of the state’s PreK–12 system, synthesizing 𝟱𝟱 𝘁𝗲𝗰𝗵𝗻𝗶𝗰𝗮𝗹 𝗿𝗲𝗽𝗼𝗿𝘁𝘀 𝗮𝗻𝗱 𝟮𝟮 𝗿𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝗯𝗿𝗶𝗲𝗳𝘀 𝗳rom approximately 112 researchers across leading institutions nationwide. The research points to several major challenges: 📌 Fragmented accountability systems 📌 Tension between state guidance and local control 📌 Capacity gaps across the educator workforce The findings point to a clear need for greater alignment, accountability, balance, and coherence across California’s education system. 🔖 𝗥𝗲𝗮𝗱 𝘁𝗵𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝘀𝘂𝗺𝗺𝗮𝗿𝘆 𝗿𝗲𝗽𝗼𝗿𝘁 𝘀𝘆𝗻𝘁𝗵𝗲𝘀𝗶𝘇𝗶𝗻𝗴 𝗳𝗶𝗻𝗱𝗶𝗻𝗴𝘀 𝗳𝗿𝗼𝗺 𝘁𝗵𝗲 𝘁𝗲𝗰𝗵𝗻𝗶𝗰𝗮𝗹 𝗿𝗲𝗽𝗼𝗿𝘁𝘀 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗿𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝗯𝗿𝗶𝗲𝗳𝘀: https://lnkd.in/g5Jsu5Z2 #GettingDownToFacts #GDTFIII #EducationResearch #CaliforniaEducation

💡 California PreK-12 #GDTFIII Fact of the Day! 𝗖𝗮𝗹𝗶𝗳𝗼𝗿𝗻𝗶𝗮’𝘀 𝗽𝗮𝗿𝗮𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿 𝘄𝗼𝗿𝗸𝗳𝗼𝗿𝗰𝗲 𝗶𝘀 𝗴𝗿𝗼𝘄𝗶𝗻𝗴 𝘀𝗶𝗴𝗻𝗶𝗳𝗶𝗰𝗮𝗻𝘁𝗹𝘆 𝗳𝗮𝘀𝘁𝗲𝗿 𝘁𝗵𝗮𝗻 𝘁𝗵𝗲 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝘄𝗼𝗿𝗸𝗳𝗼𝗿𝗰𝗲 𝗮𝗻𝗱 𝗶𝘀 𝗺𝗼𝗿𝗲 𝗿𝗮𝗰𝗶𝗮𝗹𝗹𝘆 𝗱𝗶𝘃𝗲𝗿𝘀𝗲 — 𝘆𝗲𝘁 𝗽𝗮𝗿𝗮𝗲𝗱𝘂𝗰𝗮𝘁𝗼𝗿𝘀 𝗰𝗼𝗺𝗺𝗼𝗻𝗹𝘆 𝗿𝗲𝗰𝗲𝗶𝘃𝗲 𝘁𝗿𝗮𝗶𝗻𝗶𝗻𝗴 𝗳𝗼𝗰𝘂𝘀𝗲𝗱 𝗼𝗻𝗹𝘆 𝗼𝗻 𝗰𝗼𝗺𝗽𝗹𝗶𝗮𝗻𝗰𝗲, 𝘄𝗶𝘁𝗵 𝗹𝗶𝗺𝗶𝘁𝗲𝗱 𝗽𝗿𝗲𝗽𝗮𝗿𝗮𝘁𝗶��𝗻 𝗶𝗻 𝗶𝗻𝘀𝘁𝗿𝘂𝗰𝘁𝗶𝗼𝗻𝗮𝗹 𝗮𝗻𝗱 𝗯𝗲𝗵𝗮𝘃𝗶𝗼𝗿𝗮𝗹 𝘀𝘂𝗽𝗽𝗼𝗿𝘁. The finding highlights California’s growing paraeducator workforce, which is increasingly central to student support. This report identifies ways to strengthen training, role clarity, compensation, professional support, and career pathways. Read the full report by Lakshmi Balasubramanian, Ph.D., Eliana Katz, Radhika Unnikrishnan, and Christopher J. Lemons from Stanford University Graduate School of Education to explore the research behind the data: https://lnkd.in/g2wMSaCK 👈 GDTF III includes 55 technical reports and 22 research briefs from researchers across leading institutions nationwide. 𝗦𝘁𝗮𝘆 𝘁𝘂𝗻𝗲𝗱 𝗳𝗼𝗿 𝗺𝗼𝗿𝗲 𝗚𝗗𝗧𝗙 𝗜𝗜𝗜 𝗙𝗮𝗰𝘁 𝗼𝗳 𝘁𝗵𝗲 𝗗𝗮𝘆! #GettingDownToFacts #CaliforniaEducation