http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/ucb_education_21csla/rss Recent eScholarship items from 21CSLA (21st Century California School Leadership Academy) Thu, 27 Aug 2026 09:24:37 +0000 https://escholarship.org/uc/item/2d6941nz The COVID-19 pandemic, in addition to the ongoing social and political movements in the United States,has dramatically impacted the work of school leaders. Over the past year and a half, school leaders have navigated unprecedented challenges of crisis leadership while finding ways to lead schools for equity (Grissom & Condon, 2021). Such immense pressures have put school leaders in jeopardy of burnout and work-related fatigue, which may further escalate the already high turnover of principals. The 21st Century California School Leadership Academy (21CSLA) and the University of California Berkeley Leadership Programs launched the Resilient Leadership Project in the spring of 2021 to investigate individual and contextual factors that influence Californian principals’ resilience and wellbeing. The aim of this longitudinal project is to better understand which groups of principals are most vulnerable to burnout and what factors protect them from burnout or exacerbate their risk... https://escholarship.org/uc/item/2d6941nz Wed, 26 Aug 2026 00:00:00 +0000 Stomski, Meg Lin, Xueqin Luo, Hua Cheung, Rebecca Yang, Chunyan https://escholarship.org/uc/item/3tx3r55m In Spring 2020, the COVID-19 pandemic led to a sudden rupture in the normal day-to-day of schooling. Predictable structures and ways of doing school came to a halt as leaders and communities moved to rethink possibilities and procedures for the remainder of the 2020–2021 school year and the years to come. Since that time, while many parents and educators have called for the “return to normal,” some education scholars and leaders have called for a broader reimagining of schooling and the pursuit of a “new normal” that breaks from the longstanding patterns of inequities that have only been exacerbated by the current health and political context. As many educators, parents, and families celebrated the return to some version of in-person schooling in 2021–2022, some school leaders pursued opportunities to extend and expand lessons, learnings, and innovations from distance learning. While much of schooling looked the same, notable shifts offered opportunities for greater equity and... https://escholarship.org/uc/item/3tx3r55m Tue, 25 Aug 2026 00:00:00 +0000 Esboldt, Joy Luo, Hua Sánchez Castillo, Marisol Kim, Moonhawk https://escholarship.org/uc/item/9ps2x6xq This report examines Transitional Kindergarten (TK) teachers’ perceptions of school climate and its associations with compassion satisfaction, compassion fatigue, and turnover intention. The survey involved 143 teachers from approximately 45 school districts in California, focusing on how school climate affects teachers’ professional experiences. The majority of TK teachers (97.9%) reported a positive perception of their overall school climate. However, despite this overall positivity, it is important to note that each category of school climate may carry different meanings and should also be examined separately. Differences in perceptions based on race and gender are evident, with Caucasian/White and Asian/ Asian American teachers showing higher average levels of agreement with positive perceived school climate. Male teachers also reported higher average satisfaction compared to female and non-binary teachers. Additionally, our findings indicated that a positive school climate... https://escholarship.org/uc/item/9ps2x6xq Mon, 24 Aug 2026 00:00:00 +0000 Zhang, Yijing Rho, Ella Dong, Quennie Yang, Chunyan https://escholarship.org/uc/item/8sr660sr Over the past several years, hate speech and hate-related incidents have become a growing concern in American schools and across the world. Online spaces, in particular, have emerged as one of the settings where hate speech occurs. Given that nearly 97 percent of U.S. teens report using the internet daily and the percentage of teens who use the internet “almost constantly” continues to grow from 24 percent in 2014–2015 to 46 percent in 2022, young people born in the digital age are especially vulnerable to negative content online. In recent years, researchers interested in the well-being of children and adolescents have expanded their focus from traditional bullying behavior and victimization situated in physical spaces to similar phenomena in cyberspace. Although limited, research on hate speech is growing. In this brief, we draw from recent empirical studies and systematic reviews pertaining to online hate speech and its impact on student well-being to inform reflection questions... https://escholarship.org/uc/item/8sr660sr Mon, 24 Aug 2026 00:00:00 +0000 Luo, Hua Sánchez Castillo, Marisol Esboldt, Joy Kim, Moonhawk Murata, Aki Munzer, Alison https://escholarship.org/uc/item/8rn0s5kj Inquiry is a process that supports not only student learning but also the professional learning of educational leaders pursuing equity in schools. Inquiry is an approach to continuous improvement that operates on a cycle beginning with identifying a question to investigate, collecting data and evidence to respond to that question, analyzing and making meaning of that information, and then communicating that new knowledge to relevant partners. When rooted in equity, inquiry can support educational leaders in improving pedagogical practices that help students—especially those who are systemically marginalized and historically underserved—thrive. https://escholarship.org/uc/item/8rn0s5kj Mon, 24 Aug 2026 00:00:00 +0000 Munzer, Alison Bae, Annie Virrueta-Peters, Melissa Esboldt, Joy https://escholarship.org/uc/item/8f8874kx This project brief considers how self-determination theory can support the design and facilitation of communities of practice (CoPs) with educational leaders to promote equity in schools by providing opportunities for autonomy, competence, and belonging. This study investigated how CoPs met the basic psychological needs that contribute to engagement and deeper learning through a sense of well-being and motivation. We collected data through in-depth interviews with nine CoP facilitators, revealing that effective CoPs foster autonomy by centering educational leaders’ contexts and interests, nurture competence through lifelong learning skills, and enhance relatedness while extending a sense of belonging by creating supportive environments. The findings emphasize the importance of designing CoPs that address these psychological needs to enhance engagement and promote learning for equity. Practical implications include strategies for facilitators to involve educational leaders in decision-making,... https://escholarship.org/uc/item/8f8874kx Mon, 24 Aug 2026 00:00:00 +0000 Dong, Quennie Murata, Aki Lin, Xueqin Cheung, Rebecca https://escholarship.org/uc/item/7tr423g9 The high rates of principal turnover coupled with the increasing levels of isolation and burnout in the profession exemplify the urgent need for cultivating self-care as an essential practice for equity-focused educational leaders. The national attrition rate for school principals reached a staggering 11% between the 2020–2021 and 2021–2022 school years, and despite a slight stabilization, the 8% turnover rate in the 2023–2024 school year remains significantly higher than pre-pandemic benchmarks. This instability is most acute in high-poverty and rural schools, where the loss of experienced leaders further marginalizes vulnerable student populations. The high turnover rate coincides with continuously increasing demands on school leaders, including expectations that they address needs not otherwise met in the school system, and the superhero principal narrative persists. Additionally, recent upheavals including the COVID-19 pandemic, immigration enforcement, a youth mental health... https://escholarship.org/uc/item/7tr423g9 Mon, 24 Aug 2026 00:00:00 +0000 Virrueta-Peters, Melissa Lin, Xueqin https://escholarship.org/uc/item/7t175496 California is the most populous state in the U.S. and contains a significant number of rural districts serving a sizable, diverse population of rural students including recent immigrants, migrant students, emergent bilinguals, and Indigenous children. It is important to address the state’s rural contexts from an asset-based perspective that both leverages their unique strengths and attends to their specific needs through localized and differentiated equity-centered leadership. Research and practice often frame rural contexts in direct comparison to urban contexts, creating a lens through which the inherent strengths and unique positionality of rural contexts become de-emphasized. This is particularly true in educational settings within which strengths are often cited as secondary to or resulting from challenges and barriers. Three key issues illustrate important assets embedded in rural contexts: terminology and definitions relevant to rural contexts, Indigenous education, and... https://escholarship.org/uc/item/7t175496 Mon, 24 Aug 2026 00:00:00 +0000 Munzer, Alison Bae, Annie Virrueta-Peters, Melissa Esboldt, Joy Wikle, Anna https://escholarship.org/uc/item/7n11b6cz Research–practice partnerships (RPPs) have emerged as a promising approach for school improvement and promoting equity. For the sake of this brief, we address RPPs as long- term commitments between a research organization (e.g., university) and an educational institution (school or district). RPP participants focus on using research to address problems of practice and are committed to mutualism and reciprocity among diverse experts (leaders, practitioners, and researchers). RPPs are intended to provide locally relevant data, centering practitioners’ perspectives, that can immediately inform practice. Equity-focused RPPs explicitly address relations of power and privilege both within problems of practice and the structures and relations of RPPs. Yet, navigating their complexities can present challenges. This brief provides an overview of three considerations for school and district leaders to attend to with a specific lens on equity: 1) establishing relationships, 2) defining purposes,... https://escholarship.org/uc/item/7n11b6cz Mon, 24 Aug 2026 00:00:00 +0000 Esboldt, Joy Bae, Annie Munzer, Alison https://escholarship.org/uc/item/7c252035 The Universal Transitional Kindergarten (UTK) policy is a cornerstone of California’s broader efforts to expand early childhood education under the Universal Pre-Kindergarten (UPK) initiative. As the state progresses toward making early childhood education accessible to all four-year-olds by 2026, the role of teachers in the early implementation of UTK is vital. Exploring the professional and social support networks and systems available to UTK teachers will help identify opportunities for improving their effectiveness in early childhood education. We collected survey data from 143 UTK teachers, and conducted interviews with 21 of the survey respondents. Teachers reported receiving professional support from an average of 3.1 individuals out of a possible 6 and social support from an average of 2.67 individuals out of a possible 6. However, there was a notable gap, with 38.5% of teachers reporting no social support, and 17.5% reporting no professional support. This highlights... https://escholarship.org/uc/item/7c252035 Mon, 24 Aug 2026 00:00:00 +0000 Rho, Ella Dong, Quennie Yang, Chunyan https://escholarship.org/uc/item/78f5f7bs This study investigates the transformative learning process of school leaders for transformative leadership and the role of professional communities in their learning. Two bodies of knowledge—transformative school leadership and transformative learning theory—were used to frame this study. Eight school leaders who serve economically and socially marginalized communities in California were interviewed to explore their professional learning experiences and challenges around leading for equity. Our analysis of the interview data shows that critical reflection is the key to transformative learning, which is often motivated by school leaders’ unmet assumptions while leading school communities. When leaders sought out others (who share similar professional experiences) to make sense of the unexpected experiences, the collective reflection generated transformative actions. All eight leaders emphasized the importance of the professional community for their professional learning, and how... https://escholarship.org/uc/item/78f5f7bs Mon, 24 Aug 2026 00:00:00 +0000 Murata, Aki Dong, Quennie Lin, Xueqin Cheung, Rebecca https://escholarship.org/uc/item/6t22085f The Universal Transitional Kindergarten (UTK) policy is fundamental to California’s extensive initiatives to improve early childhood education through the Universal Prekindergarten (UPK) program. As the state advances towards ensuring early childhood education is accessible to all 4-year-olds by 2026, the involvement of educators in the initial execution of UTK is crucial. This research brief examines the current perceptions of transitional kindergarten (TK) educators in California regarding the efficacy of various family engagement practices and identifies the specific supports that may be needed to enhance their ability to address academic, social, and emotional needs in students. https://escholarship.org/uc/item/6t22085f Mon, 24 Aug 2026 00:00:00 +0000 Kodaiarasu, Krandhasi Rho, Ella Dong, Quennie Yang, Chunyan https://escholarship.org/uc/item/6p70320r The COVID-19 pandemic sparked various, unprecedented challenges to public education, including transitions among remote, hybrid, and in-person learning as well as increased attention to the emotional and physical well-being of teachers, students, families, and communities. School principals were tasked with responding to these new realities as they practiced crisis leadership (Grissom & Condon, 2021), but also aimed to lead for equity, excellence, and accountability. Unsurprisingly, these new demands and additional duties exacerbated already heightened levels of job-related stress for principals. Principal turnover in U.S. schools is at a crisis point: a 2021 survey from the National Association of Secondary School Principals (NASSP; 2021) revealed that 40% of principals expect to leave the profession within three years, thereby threatening school improvement and stability. Given that it typically takes five to seven years for school leadership to effect meaningful change... https://escholarship.org/uc/item/6p70320r Mon, 24 Aug 2026 00:00:00 +0000 Stomski, Meg Cheung, Rebecca https://escholarship.org/uc/item/6bd9262p The COVID-19 pandemic has presented an unprecedented challenge to the world’s educational systems since March 2020. As schools adapted to distance learning, new challenges and concerns emerged for students who are historically marginalized and underserved. Students with multiple and intersecting marginalized identities are disproportionately more likely to be impacted negatively by the pandemic not only academically but also psychologically. However, in the face of adversity, many educators have responded by devising innovative approaches to support students and families. Lessons from such innovations may productively shape educators’ practices in future contexts, even beyond the pandemic-induced distance learning. This brief summarizes recent research on some innovations and provides reflection questions to support educators in carrying forth these creative solutions. https://escholarship.org/uc/item/6bd9262p Mon, 24 Aug 2026 00:00:00 +0000 Luo, Hua Sánchez Castillo, Marisol Esboldt, Joy Kim, Moonhawk https://escholarship.org/uc/item/69h6344r There is broad consensus that school leadership is both complex and central to educational improvement (e.g., Grissom et al., 2021). School leaders face continually evolving responsibilities and challenges, requiring ongoing and meaningful opportunities to learn (Grissom et al., 2026). Leading for equity—transforming education systems to improve access, opportunity, and inclusion for students and adults, especially those who are systemically marginalized and historically underserved—is particularly critical in California. The state’s student population is highly diverse across race, ethnicity, home language, socioeconomic status, neurodiversity, gender expression, and other characteristics (Ed-Data, n.d.). In the current political climate, California’s school leaders need explicit, localized, and sustained support to lead equity-centered improvement efforts in their communities. https://escholarship.org/uc/item/69h6344r Mon, 24 Aug 2026 00:00:00 +0000 Cheung, Rebecca Rigby, Jessica G. Wilhelm, Anne G. Virrueta-Peters, Melissa https://escholarship.org/uc/item/5q50j5gd School leaders play a central role in improving school culture and carrying out instructional and organizational leadership. One meaningful support for school leaders’ work and development has been coaching. Following the expansion of coaching in the business sector almost a century ago, coaching has expanded in the education field over the past decades for both teachers and school leaders. There is no standard definition of coaching, but in general, it entails one- on-one individualized support in learning to clarify, address, and reach professional goals. District and school leadership coaching frequently blends components of both teacher- facing instructional coaching and executive-facing facilitative coaching, with the latter’s attention to the development of leadership skills to support organizational aims. While there has been expanding attention to issues of equity and social justice amongst coaches, attention to equity-driven school leadership coaching remains nascent... https://escholarship.org/uc/item/5q50j5gd Mon, 24 Aug 2026 00:00:00 +0000 Esboldt, Joy Sánchez Castillo, Marisol Luo, Hua Bae, Annie Munzer, Alison Murata, Aki https://escholarship.org/uc/item/5p85h394 Despite increasingly diverse student populations, educational leadership remains predominantly White. In 2020–2021, only 23% of U.S. and 35% of California public school principals identified as people of color (National Center for Education Statistics [NCES], n.d.; Taie & Lewis, 2023), revealing a significant representation gap between students and school leaders. Leaders of color often face racialized stressors (e.g., bias, exclusion, and microaggressions) that threaten their well- being and leadership sustainability (Bristol & Shirrell, 2019; McGinnis et al., 2023). Racial affinity groups have emerged as critical spaces of support, offering community, healing, and empowerment for leaders of color. Yet little is known about the facilitation practices that make these spaces effective. This project brief shares findings from a qualitative study of four facilitators leading affinity groups for educational leaders of color. https://escholarship.org/uc/item/5p85h394 Mon, 24 Aug 2026 00:00:00 +0000 Dong, Quennie https://escholarship.org/uc/item/55w9n7gh Throughout the pandemic, school communities have faced the tremendous tasks of navigating the unprecedented challenges of remote learning, returning to in-person learning, and attending to the spillover effects of the pandemic, all while supporting the needs of the school community. The demands accompanying these tasks especially impacted school principals, as their roles and responsibilities continuously expanded to attend to crisis-related needs (Clifford & Coggshall, 2021). School principals were positioned with bearing additional duties such as navigating public health mandates and implementing pandemic-related policies, which exacerbated their already high levels of job-related stress. As the impact of the pandemic continues, it is likely that long-term demands will exceed the personal strengths and professional resources of school principals, increasing their vulnerability to burnout and turnover (Kniffin et al., 2021). It is critical to understand how principals experience... https://escholarship.org/uc/item/55w9n7gh Mon, 24 Aug 2026 00:00:00 +0000 Esboldt, Joy Bae, Annie Sánchez Castillo, Marisol Munzer, Alison https://escholarship.org/uc/item/5202q29j Continuous improvement is central to engaging in equitable school leadership and improving student outcomes. 21CSLA (21st Century California School Leadership Academy) includes continuous improvement as one of its three underlying principles, along with equity leadership and professional learning. As outlined by the California Department of Education, “Continuous improvement in education is a broad term used to describe the ongoing efforts of local educational agencies, county offices of education, and individual schools as they work to analyze, understand, and address local needs over a period of time.” Generally, continuous improvement is an approach to iterative cycles of research, assessment, and data-driven decision-making to promote change. In education, schools and districts can leverage continuous improvement to improve student outcomes and teaching practices by prioritizing practitioners’ local needs. continuous improvement is essential to transforming education systems... https://escholarship.org/uc/item/5202q29j Mon, 24 Aug 2026 00:00:00 +0000 Virrueta-Peters, Melissa Munzer, Alison Bae, Annie Parachini, Nancy Esboldt, Joy https://escholarship.org/uc/item/4v18s75p Recent news highlights the implications of a nationwide teacher shortage in public schools. Yet the teacher shortage and high turnover in K–12 have been long-standing challenges. Additionally, public education was highly impacted by the COVID-19 pandemic, causing widespread staff, teacher, and administrator attrition. This particular pandemic-related challenge is layered on top of low pay and high stress, which are two primary reasons for teacher and staff shortages overall. In response, some states have implemented strategies to help with teacher and staff shortages while attempting to retain quality standards for teachers. Some of these strategies have centered on increasing pay and offering more training for individuals who wish to become teachers. For example, the California Commission on Teacher Credentialing is spearheading a new program to expand credential opportunities and staffing for Universal Transitional Kindergarten (UTK). Set to launch in fall 2023, the PK–3 Early... https://escholarship.org/uc/item/4v18s75p Mon, 24 Aug 2026 00:00:00 +0000 Sánchez Castillo, Marisol Luo, Hua Esboldt, Joy Kim, Moonhawk https://escholarship.org/uc/item/4nw9519m Throughout the pandemic, school communities have faced the tremendous tasks of navigating the unprecedented challenges of remote learning, returning to in-person learning, and attending to the spillover effects of the pandemic, all while supporting the needs of the school community. The demands accompanying these tasks especially impacted school principals, as their roles and responsibilities continuously expanded to attend to crisis-related needs (Clifford & Coggshall, 2021). School principals were positioned with bearing additional duties such as navigating public health mandates and implementing pandemic-related policies, which exacerbated their already high levels of job-related stress. As the impact of the pandemic continues, it is likely that long-term demands will exceed the personal strengths and professional resources of school principals, increasing their vulnerability to burnout and turnover. It is critical to understand how principals experience school-related... https://escholarship.org/uc/item/4nw9519m Mon, 24 Aug 2026 00:00:00 +0000 Stomski, Meg Cheung, Rebecca https://escholarship.org/uc/item/4818z84c California’s expansion of Universal Transitional Kindergarten (UTK) represents a major investment in early childhood education, with full implementation expected by 2025–2026 (California School Boards Association, 2023). As classrooms increasingly serve children with diverse developmental and social-emotional needs, trauma-informed practices (TIP) have become essential for supporting student learning and well- being (Chudzik et al., 2025; Whitaker et al., 2019; Williams et al., 2021). Findings from interviews with 21 transitional kindergarten (TK) teachers indicate that TIP are already embedded in daily classroom interactions. Teachers described actively fostering emotional safety, building strong relationships with families, and supporting children’s needs beyond academic instruction. However, these practices are largely sustained through individual teacher effort rather than coordinated system-level support. Teachers reported limited access to sustained professional development,... https://escholarship.org/uc/item/4818z84c Mon, 24 Aug 2026 00:00:00 +0000 Rho, Ella Kodaiarasu, Krandhasi Yang, Chunyan Lin, Xueqin Dong, Quennie Cheung, Rebecca https://escholarship.org/uc/item/3q96k3g7 In the United States, over 9.5 million students, or more than one in five students, attend rural schools. Despite their large presence, rural education and schools are often neglected when it comes to policy-making and academic scholarship. In a leadership context, the shortage of qualified principals and superintendents due to difficulties attracting candidates and frequent turnover remains a key issue. This is partly because rural leaders are often forced to wear many hats simultaneously without sufficient professional development and resources to aid them. Additionally, due to inaccurate narratives of rurality as homogenous and the widespread use of deficit perspectives such as parochialism or the lack of human capital, rural schools continue to face inequitable conditions. https://escholarship.org/uc/item/3q96k3g7 Mon, 24 Aug 2026 00:00:00 +0000 Bae, Annie Esboldt, Joy Munzer, Alison https://escholarship.org/uc/item/3fk526v7 As Science, Technology, Engineering, Mathematics (STEM) learning technologies become more ubiquitous in society, the need to understand how teachers design and implement curriculum and pedagogy to facilitate their students’ development of computational thinking needed in STEM subjects is crucial. More research is needed in collaboration with teachers to see which strategies are effective in making STEM subjects accessible to early learners. We focus on teachers’ use of LEGO robotics as one aspect of STEM technology that has the potential to expand the development of computational thinking and engineering mindsets. We observed, documented, interviewed, and analyzed two teachers’ design and implementation of both pedagogy and curriculum in the context of a LEGO robotics after-school program. Research indicates that STEM disciplinary practices support social-emotional learning (SEL); skills like social awareness and responsible decision-making bolster fundamental engineering processes.... https://escholarship.org/uc/item/3fk526v7 Mon, 24 Aug 2026 00:00:00 +0000 Munzer, Alison Mahiri, Jabari Bayazitli, Ilke https://escholarship.org/uc/item/3388h4wf In the fall of 2021, most California public schools returned to in-person learning after months of remote learning. This brought about additional challenges for our leaders, as their roles and responsibilities continued to evolve and expand over the course of the pandemic (Clifford & Coggshall, 2021). For example, principals found themselves in the position of bearing additional duties such as navigating public health mandates and implementing pandemic-related policies, exacerbating the job-related stress that they experience. In addition, recent research from The National Association of Secondary School Principals (NASSP; December, 2021)(link is external) reported that the pandemic conditions have contributed to alarming rates of principals who are expecting to leave the profession. Specifically, NASSP found that 4 out of 10 surveyed principals reported that they plan to leave the profession in the next three years. To minimize the already high levels of turnover, burnout,... https://escholarship.org/uc/item/3388h4wf Mon, 24 Aug 2026 00:00:00 +0000 Stomski, Meg Lin, Xueqin Luo, Hua Ballard, Aukeem A. Cheung, Rebecca Yang, Chunyan https://escholarship.org/uc/item/3124w032 California's Universal Transitional Kindergarten (UTK) policy is a key part of the state's initiative to broaden access to early childhood education through the Universal Prekindergarten (UPK) program. As California aims to ensure all four-year-old children can access early education by 2026, educators' roles are especially critical during UTK's early implementation stages. This project brief examines the current attitudes, knowledge, and confidence of Transitional Kindergarten (TK) educators in California regarding trauma- informed practices (TIP) and identifies the specific supports needed to enhance their ability to address trauma-related needs in students. https://escholarship.org/uc/item/3124w032 Mon, 24 Aug 2026 00:00:00 +0000 Kodaiarasu, Krandhasi Rho, Ella Dong, Quennie Yang, Chunyan https://escholarship.org/uc/item/2sc1q2b4 In summer 2021, California’s legislature approved a significant expansion of Transitional Kindergarten (TK). TK is a school-based early-education program serving four-year-old students who turn five after September 1 to access a robust learning experience before kindergarten. California’s effort, namely Universal Transitional Kindergarten (UTK), attempts to make TK available to every four-year-old over the next three years (by 2025–26). According to the California Department of Education (CDE), Universal Prekindergarten (UPK) is a mixed-delivery system that includes CDE-operated California State Preschool Programs, federal Head Start Programs, and community-based family childcare or private preschool, whereas UTK refers to school-based early-learning programs as part of the K–12 public school system. This brief centers UTK. It is projected that an additional 250,000 students will enter UTK programs statewide by the 2025–26 school year, leading to an increased need for an additional... https://escholarship.org/uc/item/2sc1q2b4 Mon, 24 Aug 2026 00:00:00 +0000 Luo, Hua Sánchez Castillo, Marisol Esboldt, Joy Kim, Moonhawk https://escholarship.org/uc/item/2s0505gt While the demographics of students in public education in California shift toward a majority of Students of Color, the diversification of the education workforce lags. In fact, diversifying the teacher workforce has failed to be a priority throughout U.S. history. This was especially the case in light of the 1954 Brown v. Board of Education ruling and school integration efforts in which Black/African American teachers were deemed unqualified to teach White children. As a result, close to 40,000 Black teachers became unemployed in southern and border states. In the years between 1963 and 1970, nearly 50% of Black principals in Georgia, 90% of Black administrators in Kentucky, and 95% Black administrators in North Carolina lost their jobs. Research broadly suggests that Students of Color in public education benefit greatly from having Teachers of Color. More specifically, a growing body of research on Latina/o/x and Black students suggests that these students who are taught by... https://escholarship.org/uc/item/2s0505gt Mon, 24 Aug 2026 00:00:00 +0000 Sánchez Castillo, Marisol Luo, Hua Esboldt, Joy Kim, Moonhawk https://escholarship.org/uc/item/1c41h0xn The equity imperative surrounding artificial intelligence (AI) in education is both urgent and complex. While AI offers significant benefits, such as developing universally designed learning with accessible, adaptive, and inclusive technologies for diverse students; providing personalized learning with detailed feedback; and supporting educators with administrative tasks like drafting and translating communications, it also poses substantial risks, which requires attention to ethics and responsible use. AI systems can amplify and perpetuate inequities including bias and discrimination against marginalized groups, cognitive offloading and deterioration of critical thinking, data and labor exploitation, environmental racism, and acceleration of climate change. https://escholarship.org/uc/item/1c41h0xn Mon, 24 Aug 2026 00:00:00 +0000 Elemen, Jennifer Virrueta-Peters, Melissa Bae, Annie Munzer, Alison Esboldt, Joy https://escholarship.org/uc/item/09h7f8zp As California’s Transitional Kindergarten (TK) efforts expand following new 2021 legislation, district and site leaders are tasked with making TK implementation and expansion a reality within their schools for all four-year-old children by 2025–2026. As many as 250,000 students are estimated to enroll in these expanded kindergarten programs statewide in the next three years as part of the Universal Transitional Kindergarten (UTK) effort. In this process, leaders are coordinating with multiple stakeholders to ensure their school sites, districts, and counties are prepared with structures, spaces, funding, and staffing to support new students. Much has been written in scholarship about the developmental approach to UTK curriculum, effective educational practices for young learners, and high-quality, integrated UTK programs (see "Preparing California School Leaders for Young Learners in the UTK Initiative" for a summary of research). However, UTK leaders are still navigating an emerging... https://escholarship.org/uc/item/09h7f8zp Mon, 24 Aug 2026 00:00:00 +0000 Esboldt, Joy Luo, Hua Sánchez Castillo, Marisol Kim, Moonhawk