Possible Policy Responses
Commentary author
Summary

English learners (ELs) face diverse challenges during the pandemic, with varied educational needs and health concerns. The forthcoming academic year will likely amplify the academic gap between EL and non-EL students due to limited access to distance learning. To address this, several policy recommendations are proposed. Universal basic income, health care, and tech access are vital for EL families, especially for those in low-income or undocumented situations. Distance learning must cater to ELs by providing devices, multilingual content, and non-tech learning options. Improved communication with EL families and leveraging their cultural assets are crucial. Extending learning time for ELs, promoting collaboration among teachers, and hiring bilingual family members as aides or tutors are recommended. Assessing returning students' academic status and monitoring funds allocated for ELs' needs are vital. These policy suggestions aim to address EL education challenges amidst the pandemic, stressing equity, resources, and inclusivity in education.

Does the California Quality Rating and Improvement System Predict Child Outcomes?
Commentary author
Summary

Governor Newsom's commitment to enhancing early childhood education (ECE) was overshadowed by economic challenges caused by COVID-19. The state's limited resources for ECE demand a focus on identifying and delivering the most crucial quality aspects for children, especially considering increased poverty and stress due to the pandemic. This involves re-evaluating Quality Counts California (QRIS), currently used to rate program quality. A PACE report highlights weak connections between child outcomes and QRIS elements like teacher qualifications and program environments. To improve QRIS's accuracy in gauging child development, strategies include refining observation measures, employing comprehensive assessments for literacy and math skills, and considering factors like staff pay and curriculum implementation. Ensuring ratings suit various age groups and settings, exploring diverse rating rubrics, and aligning points with child outcome predictors are vital. Amid challenging resource allocations ahead, policymakers must use robust data to enhance critical program dimensions for children effectively.

Addressing the Social and Emotional Work of Improvement
Commentary author
Carrie Wilson
Summary

Amid the pandemic, California schools are undergoing extraordinary efforts to support students and families during the pandemic, but the forthcoming academic year poses unprecedented challenges. Without conventional metrics like grades and attendance data, educators face a monumental task amid reduced budgets, varied learning opportunities, and unequal access to resources among students. To aid teachers in this complex scenario, system leaders must shift their focus from traditional professional learning structures to include cognitive science and emotional learning. Creating safe, collaborative environments where teachers can self-reflect and learn collectively is crucial. As schools grapple with the crisis and opportunity gaps, a successful response necessitates prioritizing the learning experiences and insights of frontline educators, fostering conditions for meaningful collaborative learning, and focusing on the student experience. This approach centers on listening to both students and teachers, ensuring a sense of belonging, and promoting adult learning in collaborative spaces.

How the State and Districts Can Make Smart Cuts
Commentary author
Michael Fine
Summary

California's schools are facing a staggering $19 billion deficit over two years, a sum that might climb higher as new tax filings arrive. As schools grapple with the complexities of reopening amidst the pandemic, districts find themselves burdened with escalating costs amid dwindling resources. Drawing from lessons learned during the 2008 crisis, a multitude of strategies, while not a singular remedy, could offer relief. However, with 1100 districts and 1200 charter schools, each with distinct challenges, proposed cuts range from 10% to LCFF and potentially exceeding 50% in other programs, excluding special education. The state's reserves, comprising $12 billion, around 17% of the budget, provide some respite, but relying solely on these reserves isn't a viable long-term option. Districts are contemplating various approaches, including staffing reductions, truncated school years, payment deferrals, and federal aid, among other measures, although each poses its own set of challenges. These options, though not a complete solution, can be strategically employed by individual districts with state support to mitigate the impending financial crisis, requiring thoughtful, adaptable solutions as schools aim to revert to pre-crisis financial commitments post-recovery.

May 19, 2020 | The World Bank

While many school systems and teachers are trying to engage students, they face at least three serious bottlenecks: (1) stress due to economic uncertainty, concern for the safety of loved ones, and anxiety about the future; (2) the daunting challenge...