Supporting Students During COVID-19
In the wake of COVID-19, the California legislature mandated that local educational agencies (LEAs) develop detailed Learning Continuity and Attendance Plans (LCPs) to address student learning and progress during the 2020–21 academic year. This brief summarizes results of an analysis of nearly 1,000 LCPs from public school districts across the state to understand how they intended to support students in critical areas like instruction, technology, assessment, attendance, and well-being. Overall, districts planned to provide technology, assess student learning, employ tiered levels of support...
The recent approval of the No Child Left Behind Act (2001) changes the landscape for evaluating school success. In addition to requiring student testing in math and reading for all students in Grades 3–8, a major component of the new law mandates that all states determine, and schools and school districts demonstrate, “adequate yearly progress” toward state proficiency goals. All students—regardless of race or socioeconomic status—must be held to the same academic expectations, and all students—regardless of race or socioeconomic status—must have their academic progress measured using a newly...