The 2022 PACE/USC Rossier Poll
Published

Summary

The 2021-22 academic year in California was challenging for public education due to eight issues that threaten student learning, schools, and public education itself, including gun violence, declining enrollment, and long-term funding inadequacy. These issues also have a disproportionate impact on marginalized communities and highlight long-standing systemic inequities. In July 2022, PACE and USC Rossier School of Education conducted a poll of California voters to determine their views and priorities on public education.

Leadership, Partnership, and Community
Published

Summary

This study of seven California school districts during the COVID-19 pandemic shows how districts responded in real-time to the crisis and structural racism. Districts showed resourcefulness, collaboration, and commitment to serving students and communities. However, challenges remain, including declining enrollment, staffing shortages, and polarized communities, with school boards at the center of broader political debates.
Supporting Students During COVID-19
Published

Summary

An analysis of Learning Continuity and Attendance Plans (LCPs) developed by local educational agencies in California during the 2020-21 academic year showed variations in practices across districts, particularly between urban and rural areas. While districts planned to provide technology, assess student learning, and offer tiered levels of support, broader opportunities for reform and implementation accountability in education policymaking are needed post-pandemic.
Published

Summary

The COVID-19 pandemic has made it difficult for English learners (ELs) to receive the services and support they need for academic success. This report highlights how K–12 public school districts planned to support ELs during the pandemic. While many districts communicated plans to assess student progress and provide services for ELs, details on the sufficiency of these plans were lacking. The legislation mandating the plans did not include measures for adherence or monitoring student outcomes, leaving questions about the actual strategies implemented by districts and how ELs were affected.
Lessons from Kern County
Published

Summary

This brief examines the challenges that district superintendents faced in responding to COVID-19, often requiring expertise beyond traditional expectations. It discusses crisis management structures implemented by Kern County Superintendent of Schools as a model for how COEs can support districts and schools during times of crisis and improve the preparedness of the education system.
Critical Actions for Recovery and the Role of Research in the Years Ahead
Published

Summary

IES issued a report on the future of education research at the National Centers for Education Research and Special Education Research. The report identifies issues, details new methods and research investments needed in the future. PACE produced a paper to synthesize existing evidence in the field and frame recommendations. Public input and outside experts were also consulted.

Views from the 2021 PACE/USC Rossier Poll
Published

Summary

Growing inequities and lessons learned during the COVID-19 pandemic together with billions of dollars in new funding present an opportunity to make substantial changes to K–12 education to better serve all students in California. In May 2021, PACE and USC Rossier School of Education fielded our annual poll of California voters, which sought to gain clarity about voters’ priorities on public education issues during this period in which Californians are beginning to look towards a postpandemic future. The following are 10 key findings from the poll.
The Path Towards Reimagining and Rebuilding Schools
Published

Summary

The COVID-19 pandemic has affected all students; however, its impact has been particularly devastating for students of color, students from low-income families, English learners, and other marginalized children and youth. As transmission rates decline and vaccination rates increase in California, many are eager to return to normalcy, but we must all recognize that even the prepandemic normal was not working for all students. The 2021–22 school year, therefore, constitutes a critical opportunity for schools to offer students, families, and educators a restorative restart.

Restarting School with Equity at the Center
Published

Summary

This brief was developed by California-based family and student engagement organizations, associations representing educators and system leaders, research institutes, and civil rights and equity groups. The recommendations arise from the evidence that has collectively emerged from focus groups with educators, parents, and students; polls and surveys of stakeholders; a deep review of the literature; and original research conducted on COVID-19’s impact on schools and students.

Identifying the Structural and Instructional Changes in K–12
Published

Summary

This report fills a knowledge gap by reviewing the impact of school closures in California during the COVID-19 pandemic. Research indicates that younger students, low-income students, and English learners experienced disproportionate learning loss due to closures. Little is known about the specific changes made to operations early in the pandemic and their long-term effects on student learning and well-being. This report provides the first systematic review of California school practices after closures in spring 2020.
In-Person Learning for the Whole Child
Published

Summary

Learning hubs are being implemented in California and across the US to provide in-person education supports to distance learning students. This brief explores a prevalent learning hub model, including considerations for policymakers, schools, and expanded learning partners. Guidance for hub design and operations is provided, along with policy levers that support the model. The brief is part of a series on how expanded learning programs and staff can support students during pandemic recovery.
A Foundation for Rebuilding to Support the Whole Child
Publication authors
Published

Summary

The partnership between schools and expanded learning programs is crucial to build equitable support systems for children and their families. California's school reopening guidance encourages coordination between these entities to meet the students' needs during the pandemic. This brief provides key principles for building successful partnerships informed by insights from California leaders and practitioners. It is part of a series on how expanded learning programs can support students during pandemic recovery.
Publication author
Published

Summary

This brief addresses the challenges that have arisen in California's transitional kindergarten through third grade distance learning during the pandemic. It offers promising practices and policy changes that can benefit students, parents, and teachers involved in distance learning.
A Summary Brief
Published

Summary

California schools' funding had improved, but still fell short of what is necessary to meet the state's goals. Now, schools face three major challenges: declines in student achievement and social-emotional well-being due to COVID-19, increased costs associated with distance learning and school reconfiguration, and the need to tighten budgets. Securing necessary funding will require an enormous and sustained effort from many stakeholders to improve schools and student outcomes and strengthen the economic and social outlook for future generations.

Pivoting Amid COVID-19
Published

Summary

This brief outlines Ayer Elementary's journey of continuous improvement since 2016 and how their organizational conditions were tested during the COVID-19 crisis. Despite the challenges, the school invested in improvement practices to strengthen student engagement in distance learning and build staff capacity for when students return to school.
Removing Barriers to Data Accessibility
Publication author
Published

Summary

Parental engagement is essential to improve academic outcomes for all students, particularly low-income, Black, and Latinx students. Distance learning has intensified the need for parental support, but state policies and tools for engagement are inadequate. Local Educational Agencies can remove barriers to data access and support parent engagement by following three key principles and taking related actions.

Published

Summary

How can schools provide high-quality distance and blended learning during the pandemic? This brief includes a mix of rigorous evidence from extant studies, data from interviews with practitioners who described their learnings from informal experimentation during the spring of 2020, and expert researchers who thought about how to apply research to the current context.
A COVID-19 Recovery Strategy
Publication author
Published

Summary

The brief argues that community school strategies can help address the social and learning impacts of COVID-19, by reforming underlying classroom, school, and district behaviors and systems that prevent student-centered collaboration, partnership, and teaching. The focus should be on student-centered learning, integrated teacher and student supports, collaborative leadership and practice, and the centrality of family and student relationships. The brief encourages all schools to adopt a community school approach, which can serve as a sustainable and successful investment.

What California’s Leaders Must Do Next to Advance Student Learning During COVID-19
Published

Summary

Governor Newsom announced that rising COVID-19 infections would require remote learning for K-12 schools in California counties. However, without quality remote education at scale, up to 1.1 million students could fail to graduate high school, affecting low-income, Black, and Latinx students the most. California's leaders must prioritize equity, strengthen teaching and learning requirements, and ensure adequate monitoring, support, and resources with deep attention to equity to avoid further differences in opportunity and achievement among districts and students.
Research to Guide Distance and Blended Instruction
Published

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.

A Rural District’s Response to COVID-19
Publication authors
Published

Summary

COVID-19 has disrupted California’s education system in fundamental ways. Districts across the state are quickly creating strategies to serve all students, and many are designing their response around the needs of their most vulnerable students. This brief highlights the response of Mother Lode Union School District (MLUSD) to the COVID-19 pandemic, in which district staff and teachers were able to collaborate—despite the unprecedented crisis—to meet student needs.
Publication author
Published

Summary

Governor Newsom suggested a staggered calendar for the fall to get students back in school. While multi-track calendars have shown slight negative effects on learning, the current situation would have clear learning benefits and help parents and teachers. However, there is no evidence that multi-track calendars can control COVID-19 transmission. Schools should look at evidence from other countries and partner with local communities to test aggressively for the virus if implementing this approach.
Publication authors
Published

Summary

This brief discusses how the Pajaro Valley Unified School District (PVUSD) in California is addressing the challenges of COVID-19 through family engagement and instructional access for English learners. The district has a history of serving all students through bilingual programming and a whole-child approach, and over 40% of its population are classified as English learners. PVUSD is a member of the national League of Innovative Schools and is known for its inclusive, data-driven decision-making.