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.

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.

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.

The Learning Policy Institute analyzed the special education teacher workforce in California and found a severe teacher shortage that could harm students with disabilities who need expert teachers the most. The report identifies the causes of the shortage and potential reasons for teacher attrition. Evidence-based policy strategies are suggested to address the issue.

The report is a primer on alternative teacher compensation, which provides information about different models for teacher pay, and analyzes the benefits and challenges of each model. It highlights the reasons for the interest in alternative compensation, such as improving teacher quality, increasing teacher retention, and addressing teacher shortages. The report also examines the potential impact of alternative compensation on student outcomes, and offers recommendations for policymakers and practitioners considering implementing such programs.

The Teaching and California's Future initiative provides policymakers with data on the teacher workforce and labor market. The initiative's annual report details teacher development policies and their impact on teacher quality and distribution. The goal is to help policymakers make informed decisions about strengthening the state's teacher workforce.

The quality of teaching and the need to expand California's ranks of excellent teachers demand urgent public discussion. We must attract the best and brightest to teaching, prepare them effectively, and support and retain them. Solutions require bipartisan leadership, not spin. This report presents the latest research and projections, highlighting that while some numbers are improving, we're likely to face severe shortages again soon and the pipeline for recruiting, preparing, and training teachers has substantial problems.