Strong partnerships between schools and expanded learning programs lay the foundation for building stronger, more equitable support systems for children and their families. Building on prior investments in the expanded learning system, California’s school reopening guidance encouraged intentional coordination across schools and expanded learning providers to best meet the needs of students during this unprecedented time.
California is the fifth largest economy in the world and the wealthiest state in the nation. The Golden State is home to countless tech giants, an enormous entertainment industry, major agricultural regions, and many other successful industries. California households earn a median income of $71,000 per year, more than $10,000 above the national average. However, California school funding—even before COVID-19—was insufficient to meet educational goals and address the needs of students, particularly given the state’s high cost of living. How can that be true?
California and the rest of the country are enduring a pandemic-induced economic recession, and school and district leaders are bracing for the fallout. Funding for California schools had improved rapidly between 2013 and 2019, with districts spending roughly $13,100 per pupil in 2018–19 as compared with $9,680 only 6 years earlier. However, that level of funding still fell short of what would have been adequate given California’s goals as a state, the student population it serves, and its cost of living.
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.
Breaking Down the Issues
Though the delivery of instruction in the 2020–21 school year will be altered to mitigate the spread of COVID-19, a long-standing research base on high-quality instruction can inform decisions about students’ learning and engagement. The following ten recommendations distill the key findings from the PACE report Supporting Learning in the COVID-19 Context, which offers a framework for educators and district leaders to use in their preparation to provide quality instruction through distance and blended models.
More than 725,000 of California’s K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill-equipped to serve them. This brief summarizes the findings from the PACE Policy Research Panel on Special Education: Organizing Schools to Serve Students with Disabilities in California. We find opportunities for improvement in early screening, identification, and intervention; transitions into and out of special education services; educator preparation and ongoing support; and availability of mental and physical health services.
With important state and national elections looming, where do California voters stand on some of the major education policy issues of the day? This report examines findings from the 2020 PACE/USC Rossier poll of California voters. The poll represents the views of 2,000 registered California voters across a range of topics from early childhood education to higher education. Based on these results, we have identified five key findings:
California’s new Statewide System of Support is grounded in the fundamental principles of the Local Control Funding Formula, especially its emphasis on the central role of local educators in determining the best approaches to improvement. This report examines the early implementation of the System of Support, with a focus on the work of the county offices of education (COEs) and the experience of the districts identified for differentiated assistance.
Governor Newsom’s first Budget Proposal increases funding for education in California. There are areas of substantive overlap in the Budget Proposal and research findings from the Getting Down to Facts II (GDTFII) research project, released in September 2018, which built an evidence base on the current status of California education and implications for paths forward.
The Local Control Funding Formula (LCFF), signed into law by Gov. Jerry Brown on July 1, 2013, represents the first comprehensive change in the state’s education funding system in 40 years. The LCFF eliminates nearly all categorical funding streams, shifts control of most education dollars from the state to local school districts, and empowers districts, through a process of stakeholder engagement, to shape resource allocation goals and priorities to meet local needs.