California's schools are facing a staggering $19 billion deficit over two years, a sum that might climb higher as new tax filings arrive. As schools grapple with the complexities of reopening amidst the pandemic, districts find themselves burdened with escalating costs amid dwindling resources. Drawing from lessons learned during the 2008 crisis, a multitude of strategies, while not a singular remedy, could offer relief. However, with 1100 districts and 1200 charter schools, each with distinct challenges, proposed cuts range from 10% to LCFF and potentially exceeding 50% in other programs, excluding special education. The state's reserves, comprising $12 billion, around 17% of the budget, provide some respite, but relying solely on these reserves isn't a viable long-term option. Districts are contemplating various approaches, including staffing reductions, truncated school years, payment deferrals, and federal aid, among other measures, although each poses its own set of challenges. These options, though not a complete solution, can be strategically employed by individual districts with state support to mitigate the impending financial crisis, requiring thoughtful, adaptable solutions as schools aim to revert to pre-crisis financial commitments post-recovery.
In response to the COVID-19 crisis, PACE Executive Director Heather Hough offers an approach involving multiple phases, transitioning from immediate action to re-entry and eventual recovery. The closure of schools due to the pandemic is expected to result in substantial learning loss, especially among disadvantaged students, necessitating a comprehensive assessment of their academic and emotional needs upon their return to school. This crisis has highlighted disparities in distance learning and accentuated existing inequalities, making it imperative to address diverse impacts and support students effectively. To address these challenges, proposing a state-level diagnostic assessment using existing resources like SBAC emerges as a unified and cost-effective means to identify learning gaps and guide resource allocation. The upcoming school term brings uncertainty, demanding clear guidelines, adaptability, and adequate resources for schools to embrace novel learning models. Immediate measures include safeguarding education funding, urging federal support, and targeting assistance for vulnerable students. Additionally, there is an opportunity to overhaul California's funding system to better reflect the critical importance of public education. This commentary is modified from testimony delivered to the California Assembly Budget Committee on April 28, 2020.
The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.
In this podcast (transcribed) for the California Association of School Business Officials (CASBO), Heather Hough highlights research and perspectives related to the fundamental importance of public education, school funding levels and policies, and proactive approaches that should be on the table as California plans its recovery from the COVID-19 crisis.
As California grapples with an impending economic downturn due to the pandemic, schools face a triple challenge: severe budget cuts, heightened student needs, and escalating expenses. The closures have disrupted learning, support systems, and daily routines, impacting all students and disproportionately affecting those facing housing or food insecurities. The state's fiscal future remains uncertain, with the budget expected to reflect only a fraction of the economic distress. California's education funding, tied to income tax, mirrors economic fluctuations, experiencing substantial surges or declines based on economic conditions. Though federal relief provides temporary aid, it falls short of covering rising costs and doesn’t shield high-poverty districts reliant on state funds. Planning for the immediate future demands increased education funding, federal aid advocacy, and targeted assistance for vulnerable students. Furthermore, the need for flexibility in spending and staffing, reduced employee benefit spending, and long-term rethinking of the education funding system are imperative. Diversifying funding sources and revising Proposition 98, which determines education spending minimums, are vital steps toward a more stable and equitable education funding structure. Emphasizing political courage, this crisis serves as a catalyst to not only navigate the immediate challenges but to reshape and adequately fund California's education system for the future.
The aftermath of COVID-19 poses a serious threat to California's education, expecting a drastic decline in tax revenue. School closures will harm all students academically and emotionally, highlighting educational inequalities. Policymakers must reimagine the system as Governor Newsom's proposed budget investments face uncertainty amidst growing needs post-pandemic. The education funding system shifted in 2013 with the Local Control Funding Formula, providing additional funds for districts with high-need students. However, the pandemic has rendered the new support system, reliant on the California School Dashboard, irrelevant. Issues such as inadequate timing and inconsistent district identification for assistance surfaced in a pre-pandemic report. A revised support system should engage diverse expertise, span multiple years, involve stakeholders, and address emerging post-pandemic needs. Simply patching the existing system won't surpass pre-pandemic outcomes; policymakers must seize this disruption to overhaul California's education structures.
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
The COVID-19 crisis abruptly shifted education online, prompting a swift transition often labeled as "emergency instructional triage." USC Rossier School of Education, drawing from their extensive online teaching experience, released a report addressing crucial aspects of this new teaching landscape. Tailored for teachers, administrators, and educators, it tackles pressing questions across six key areas, providing practical recommendations for engagement strategies, teaching students without reliable internet access, rethinking grading practices, accommodating special needs students, guiding student teachers, and preparing for potential future online teaching. The resource delves into engaging high school seniors, efficient feedback methods, and offers appendices with supplementary resources, Zoom instruction strategies, and guidelines for creating secure online classrooms. This comprehensive guide, crafted by seasoned faculty with expertise in virtual teaching and educational psychology, aims to support educators facing the challenges of remote instruction during this unprecedented time, emphasizing the need for accessible and engaging learning environments for all students.
The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.
Educators, researchers, and leaders consistently emphasize the need to educate the whole child, acknowledging that intellectual growth intertwines with social, emotional, and physical development. The current pandemic further stresses the urgency of cultivating adaptable, resilient, and empathetic individuals equipped with diverse skills like digital literacy, critical thinking, and civic responsibility. Many districts have responded by creating Graduate Profiles—a concise outline defining essential skills for success beyond academics. Several districts, united under a partnership named Scaling Student Success, have formed a Community of Practice to implement these profiles effectively. This collaborative network aims to translate Graduate Profiles into actionable practices, sharing experiences, tools, and resources to foster continuous improvement. Expert support providers assist in various steps, from assessing student progress to crafting career pathways. The pandemic amplifies the significance of these efforts, prompting a deeper commitment to whole-child education among districts, acknowledging its vital role in shaping resilient individuals for the future.
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
After an extensive and inclusive process involving eight hearings, numerous meetings, collaboration with stakeholders, a survey of over thirty organizations, and two years of deliberation by a diverse Commission that included community members and elected officials, the California Assembly Blue Ribbon Commission on Early Childhood Education (BRC) has unveiled its draft recommendations. The draft report, which references PACE's Getting Down to Facts II (GDTFII) report titled "Early Childhood Education in California," provides detailed recommendations across nine key areas. These proposals are informed by input from various sources, a thorough examination of current and past proposals, insights from other states, and existing models within California. The report outlines a comprehensive framework advocating for substantial reforms centered on equity, two-generation policies, and a targeted focus on children, families, and the early care and education workforce. The culmination of this rigorous process underscores the Commission's commitment to shaping meaningful and impactful policies in the realm of early childhood education.
The primary aim of state finance systems across the U.S. is to achieve equalization, especially in states with local school funding under legal scrutiny. California’s current revenue limit and Governor Brown’s proposed formula both follow the traditional foundation state-aid model. In this structure, state aid per pupil is calculated as the foundation amount minus the required tax rate multiplied by assessed property wealth per pupil. Determining the foundation amount involves historical, political, and cost-based considerations. California’s current system heavily relies on historical expenditure levels from the 1970s, adjusted for inflation and equalization. Brown's proposal seems influenced by state average revenue limits after budget-induced cuts. Setting the foundation amount based on the actual cost of education remains a point of contention. California’s approach, compared to other states, tends to lag in per-pupil spending despite achieving equalization post-Serrano. States often adopt foundation formulas, aiming to increase spending in poorer districts ('leveling up'), yet California's spending remains lower on average. The ongoing debate emphasizes balancing actual educational costs, political feasibility, and historical context. Brown’s proposed base amounts, while lower than past estimates for California's educational needs, are not significantly different from those in other states using the foundation formula. However, comparing base amounts across states requires understanding that these figures represent the minimum cost to educate students without additional needs or district-specific characteristics.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
Navigating the Education Budget Crisis Following COVID-19
California's schools are facing a staggering $19 billion deficit over two years, a sum that might climb higher as new tax filings arrive. As schools grapple with the complexities of reopening amidst the pandemic, districts find themselves burdened with escalating costs amid dwindling resources. Drawing from lessons learned during the 2008 crisis, a multitude of strategies, while not a singular remedy, could offer relief. However, with 1100 districts and 1200 charter schools, each with distinct challenges, proposed cuts range from 10% to LCFF and potentially exceeding 50% in other programs, excluding special education. The state's reserves, comprising $12 billion, around 17% of the budget, provide some respite, but relying solely on these reserves isn't a viable long-term option. Districts are contemplating various approaches, including staffing reductions, truncated school years, payment deferrals, and federal aid, among other measures, although each poses its own set of challenges. These options, though not a complete solution, can be strategically employed by individual districts with state support to mitigate the impending financial crisis, requiring thoughtful, adaptable solutions as schools aim to revert to pre-crisis financial commitments post-recovery.
Understanding, Measuring, and Addressing Student Learning Needs During COVID-19 Recovery
In response to the COVID-19 crisis, PACE Executive Director Heather Hough offers an approach involving multiple phases, transitioning from immediate action to re-entry and eventual recovery. The closure of schools due to the pandemic is expected to result in substantial learning loss, especially among disadvantaged students, necessitating a comprehensive assessment of their academic and emotional needs upon their return to school. This crisis has highlighted disparities in distance learning and accentuated existing inequalities, making it imperative to address diverse impacts and support students effectively. To address these challenges, proposing a state-level diagnostic assessment using existing resources like SBAC emerges as a unified and cost-effective means to identify learning gaps and guide resource allocation. The upcoming school term brings uncertainty, demanding clear guidelines, adaptability, and adequate resources for schools to embrace novel learning models. Immediate measures include safeguarding education funding, urging federal support, and targeting assistance for vulnerable students. Additionally, there is an opportunity to overhaul California's funding system to better reflect the critical importance of public education. This commentary is modified from testimony delivered to the California Assembly Budget Committee on April 28, 2020.
Moving Forward from COVID-19
The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.
Why Funding California Schools Is Crucial to the State's COVID-19 Recovery
In this podcast (transcribed) for the California Association of School Business Officials (CASBO), Heather Hough highlights research and perspectives related to the fundamental importance of public education, school funding levels and policies, and proactive approaches that should be on the table as California plans its recovery from the COVID-19 crisis.
As Funding for Schools Plummets, California Leaders Face a Fiscal Reckoning
As California grapples with an impending economic downturn due to the pandemic, schools face a triple challenge: severe budget cuts, heightened student needs, and escalating expenses. The closures have disrupted learning, support systems, and daily routines, impacting all students and disproportionately affecting those facing housing or food insecurities. The state's fiscal future remains uncertain, with the budget expected to reflect only a fraction of the economic distress. California's education funding, tied to income tax, mirrors economic fluctuations, experiencing substantial surges or declines based on economic conditions. Though federal relief provides temporary aid, it falls short of covering rising costs and doesn’t shield high-poverty districts reliant on state funds. Planning for the immediate future demands increased education funding, federal aid advocacy, and targeted assistance for vulnerable students. Furthermore, the need for flexibility in spending and staffing, reduced employee benefit spending, and long-term rethinking of the education funding system are imperative. Diversifying funding sources and revising Proposition 98, which determines education spending minimums, are vital steps toward a more stable and equitable education funding structure. Emphasizing political courage, this crisis serves as a catalyst to not only navigate the immediate challenges but to reshape and adequately fund California's education system for the future.
In Pandemic’s Wake, California Needs to Rethink System of Support for Schools
The aftermath of COVID-19 poses a serious threat to California's education, expecting a drastic decline in tax revenue. School closures will harm all students academically and emotionally, highlighting educational inequalities. Policymakers must reimagine the system as Governor Newsom's proposed budget investments face uncertainty amidst growing needs post-pandemic. The education funding system shifted in 2013 with the Local Control Funding Formula, providing additional funds for districts with high-need students. However, the pandemic has rendered the new support system, reliant on the California School Dashboard, irrelevant. Issues such as inadequate timing and inconsistent district identification for assistance surfaced in a pre-pandemic report. A revised support system should engage diverse expertise, span multiple years, involve stakeholders, and address emerging post-pandemic needs. Simply patching the existing system won't surpass pre-pandemic outcomes; policymakers must seize this disruption to overhaul California's education structures.
Our Children’s Education Should be a Priority as California Recovers from Coronavirus
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
Supporting Online Learning in a Time of Pandemic
The COVID-19 crisis abruptly shifted education online, prompting a swift transition often labeled as "emergency instructional triage." USC Rossier School of Education, drawing from their extensive online teaching experience, released a report addressing crucial aspects of this new teaching landscape. Tailored for teachers, administrators, and educators, it tackles pressing questions across six key areas, providing practical recommendations for engagement strategies, teaching students without reliable internet access, rethinking grading practices, accommodating special needs students, guiding student teachers, and preparing for potential future online teaching. The resource delves into engaging high school seniors, efficient feedback methods, and offers appendices with supplementary resources, Zoom instruction strategies, and guidelines for creating secure online classrooms. This comprehensive guide, crafted by seasoned faculty with expertise in virtual teaching and educational psychology, aims to support educators facing the challenges of remote instruction during this unprecedented time, emphasizing the need for accessible and engaging learning environments for all students.
Distance Learning Playbook for California School Districts
The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.
Current Circumstances Accentuate the Need to Educate the Whole Child
Educators, researchers, and leaders consistently emphasize the need to educate the whole child, acknowledging that intellectual growth intertwines with social, emotional, and physical development. The current pandemic further stresses the urgency of cultivating adaptable, resilient, and empathetic individuals equipped with diverse skills like digital literacy, critical thinking, and civic responsibility. Many districts have responded by creating Graduate Profiles—a concise outline defining essential skills for success beyond academics. Several districts, united under a partnership named Scaling Student Success, have formed a Community of Practice to implement these profiles effectively. This collaborative network aims to translate Graduate Profiles into actionable practices, sharing experiences, tools, and resources to foster continuous improvement. Expert support providers assist in various steps, from assessing student progress to crafting career pathways. The pandemic amplifies the significance of these efforts, prompting a deeper commitment to whole-child education among districts, acknowledging its vital role in shaping resilient individuals for the future.
Evidence to Inform Recovery
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
Early Childhood Education in California Takes a Step Forward
After an extensive and inclusive process involving eight hearings, numerous meetings, collaboration with stakeholders, a survey of over thirty organizations, and two years of deliberation by a diverse Commission that included community members and elected officials, the California Assembly Blue Ribbon Commission on Early Childhood Education (BRC) has unveiled its draft recommendations. The draft report, which references PACE's Getting Down to Facts II (GDTFII) report titled "Early Childhood Education in California," provides detailed recommendations across nine key areas. These proposals are informed by input from various sources, a thorough examination of current and past proposals, insights from other states, and existing models within California. The report outlines a comprehensive framework advocating for substantial reforms centered on equity, two-generation policies, and a targeted focus on children, families, and the early care and education workforce. The culmination of this rigorous process underscores the Commission's commitment to shaping meaningful and impactful policies in the realm of early childhood education.
School Finance 102
The primary aim of state finance systems across the U.S. is to achieve equalization, especially in states with local school funding under legal scrutiny. California’s current revenue limit and Governor Brown’s proposed formula both follow the traditional foundation state-aid model. In this structure, state aid per pupil is calculated as the foundation amount minus the required tax rate multiplied by assessed property wealth per pupil. Determining the foundation amount involves historical, political, and cost-based considerations. California’s current system heavily relies on historical expenditure levels from the 1970s, adjusted for inflation and equalization. Brown's proposal seems influenced by state average revenue limits after budget-induced cuts. Setting the foundation amount based on the actual cost of education remains a point of contention. California’s approach, compared to other states, tends to lag in per-pupil spending despite achieving equalization post-Serrano. States often adopt foundation formulas, aiming to increase spending in poorer districts ('leveling up'), yet California's spending remains lower on average. The ongoing debate emphasizes balancing actual educational costs, political feasibility, and historical context. Brown’s proposed base amounts, while lower than past estimates for California's educational needs, are not significantly different from those in other states using the foundation formula. However, comparing base amounts across states requires understanding that these figures represent the minimum cost to educate students without additional needs or district-specific characteristics.
Getting Down to Facts
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.