Summary
This article provides 10 recommendations based on the PACE report to help educators and district leaders provide high-quality instruction through distance and blended learning models in the 2020-21 school year. Despite the challenges of COVID-19, research can guide decisions about student learning and engagement. These recommendations can be used as a framework to prioritize quality instruction.
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In the run-up to 2020 elections, where do California voters stand on key education policy issues? This report examines findings and trends from the 2020 PACE/USC Rossier poll. Key findings include rising pessimism about California education and elected officials, continued concern about gun violence in schools and college affordability, and negative opinions about higher education. However, there is substantial support for increased spending, especially on teacher salaries.
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Effective data use is crucial for continuous improvement, but there is confusion about how it differs from data use for other purposes. This report explains what data are most useful for continuous improvement and presents a case study of how the CORE data collaborative uses a multiple-measures approach to support decision-making.
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CA is shifting the responsibility for school improvement to local school districts with County Offices of Education playing a supportive role. The focus is on local leaders driving educational improvement and ensuring quality. Strategic data use is central to the implementation of this policy, with questions remaining about what data is needed, by whom, and for what purpose. This paper provides a framework for how data use for improvement is different from data use for accountability and shares lessons from the CORE Data Collaborative on how to use data for improvement in networked structures.