The United States witnesses frequent school changes among children due to various reasons, contributing to stress and educational disruption, especially among marginalized groups. Scholars suggest schools should foster better relationships with families to minimize unnecessary mobility, yet these strategies often lack rigorous testing. Researchers evaluated the Families and Schools Together (FAST) intervention's impact on reducing mobility by enhancing parent-school relations in low-income Hispanic elementary schools. Overall, the intervention didn't significantly lower mobility rates, with 35-45% of students changing schools. However, for Black families in the intervention, mobility dropped notably, aligning with other groups. The study underscores that school mobility hinges on diverse reasons; while socioeconomic factors might limit interventions' effectiveness, dissatisfaction or social isolation could be mitigated by fostering stronger school-family ties.

In response to the No Child Left Behind Act, discourse around "failing schools" disproportionately affects minoritized communities, sidelining broader educational visions and eroding arts from public school learning. California's arts programs suffer, with 89% of K–12 schools lacking consistent arts education. This scarcity predominantly affects minoritized youth, amplifying disparities in resource-deprived schools, denying these students the qualitative problem-solving and social growth inherent in arts engagement. Advocating for arts and diversity education reform, a new study urges reconsideration of teachers' attitudes toward arts and challenges limited perspectives on students' experiences. Researchers emphasize the transformative potential of arts as a tool for minoritized school reform, fostering agency and cultural representation for impacted communities. The study dismantles the term "minority," advocating for a reimagining of multicultural education as universally designed to cater to all communities' needs. Researchers further propose leveraging arts as research tools to comprehend classroom dynamics and family roles within school communities, redefining research purposes and literacy values in K–12 education. The study ultimately calls for open engagement and dialogues involving minoritized and majoritized youth to underscore the potential impact of arts in research, curriculum, and pedagogy, challenging binary thinking and inviting exploration toward equitable, hopeful futures for all.

Educational challenges persist for foster care youth, with limited solutions documented. In urban Seattle, a program supporting middle schoolers in foster care significantly enhanced reading skills over a school year through tutoring, mentoring, and advocacy. While replicating the entire program might not be feasible, integrating key aspects into existing systems holds promise. Establishing liaisons between education and child welfare systems, promoting mutual professional awareness, ensuring seamless communication for individualized care, and offering tailored support via community resources and volunteer tutoring are vital steps. Equally crucial is preparing these youths for adulthood, encompassing college planning, vocational training, and life skills. Collaboration among social workers, educators, and caregivers emerges as crucial for fostering academic success and overall well-being for foster care youth. Aligning efforts and resources can create a supportive environment conducive to their educational achievements, addressing their vulnerabilities effectively.

In Tierney and Hallett's chapter, "Homeless Youth and Educational Policy: A Case Study of Urban Youth in a Metropolitan Area," the authors make a significant contribution to understanding and addressing the educational needs of homeless students. They highlight the broadness of the homeless label, emphasizing the diversity of backgrounds and experiences within this group. The focus on high school-aged homeless youth, a fast-growing yet understudied subgroup, is identified as crucial due to the unique challenges they face, including stigma and detachment from supportive relationships. The authors provide a useful typology for understanding the different subpopulations of homeless students, emphasizing the need for nuanced insights into their situations. The chapter also underscores the critical intersection of policy, student/family conditions, and school design in addressing homelessness. The authors' recommendations for school design, despite potential fiscal and political challenges, are praised for their thoughtfulness and ecological awareness. Notably, Tierney's leadership role in advocating for research and action in support of homeless students, given his influential position, is seen as encouraging and likely to have a positive impact on the broader field of education research.

California has the lowest elementary school counselor-per-student ratio in the U.S., with most schools lacking counselors. A recent study found that states adopting aggressive counseling policies experienced positive changes in student learning and behavior. Mandates for a minimum counselor–student ratio or subsidizing counselor employment reduced teacher-reported instructional issues and lowered problems like fights, cutting class, stealing, or drug use. Greater counselor availability correlated with improved student learning and mental health. The findings suggest substantial benefits from additional elementary school counselors, making them potentially cost-effective interventions. Even in tight fiscal times, mandating a minimum level of mental health services in schools could be wise, leading to better student and teacher welfare. Future research could explore the most effective form of mental health services in schools, considering counselors, social workers, or psychologists in school-based health centers.

For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.