This commentary examines California’s opportunity to articulate a coherent and forward-looking vision for public education that extends beyond academic standards and performance metrics. While the state has adopted important frameworks over the years, it lacks a unifying definition of student success that addresses the full range of skills and competencies young people need to thrive in a changing world. The commentary traces past efforts to define such a vision and highlights emerging work—such as local and statewide “Portrait of a Graduate” initiatives—as steps toward greater coherence. It considers how aligning policies such as graduation requirements, accountability metrics, and educator development can support this vision, and emphasizes the importance of engaging student voice to ensure it is both relevant and actionable. The piece concludes with recommendations for state leaders to move from vision-setting to implementation in ways that support whole child outcomes.
PACE co-founder Michael W. Kirst, former president of the California Board of Education (1977–1981 and 2011–2019), highlights in a new PACE commentary findings from his Learning Policy Institute report Standards-Based Education Reforms: Looking Back to Looking Forward, which analyzes the evolution of standards-based reforms in the United States. Kirst issues a call to action: California needs a strategic and tactical roadmap to improve instructional capacity in classrooms statewide. The commentary offers four recommendations: return the CDE to its former role of providing technical assistance on how to implement subject matter standards; strengthen COEs for effective capacity building; reorient the district role to focus on instructional capacity; and design the roadmap for targeted district support. Without a unified strategy, California risks more uneven progress. A comprehensive, coordinated approach is essential to equipping educators with the tools they need to deliver equitable, standards-aligned instruction to all students.
Across the country, states are moving to education systems that are more student centered, equitable, and competency based. They are doing so because they understand that the legacy model for educating our young people is not working. Although graduation rates have increased, other markers of progress have not. Standardized test scores remain relatively flat. Achievement and opportunity gaps persist despite decades of increased funding and abundant strategies to reduce them. Chronic absenteeism is near an all-time high. The reality is that too many students do not find school to be interesting, engaging, or relevant for their futures. This is particularly true for youth of color and other marginalized student populations. Rather than continuing to tinker around the edges, we can advance real change! Here’s how.
In 2013–14, California enacted an ambitious—and essential—reform to improve educational equity by directing state resources to districts and schools that educate large numbers of economically disadvantaged students. The reform is called the Local Control Funding Formula (LCFF); it allocates funding to school districts based on student characteristics such as socioeconomic status and provides greater flexibility to use the allocated funds than the previous school funding formula allowed. In addition to the LCFF, which is based on average daily attendance (ADA), districts receive funds based on the proportion of students they serve who are English learners, income eligible for free or reduced-price meals, and foster youth. The equity multiplier, a new policy passed in 2023, is designed to provide even more funding for disadvantaged students.
The impact of the pandemic on California students' learning, gauged from 18 school districts in the CORE Data Collaborative, highlights significant learning loss in English Language Arts (ELA) and Math, primarily affecting younger grades. The equity gap is pronounced, notably among low-income students and English language learners (ELLs), experiencing more substantial setbacks than their counterparts. Socioeconomically disadvantaged students faced slower growth, while others accelerated their learning, intensifying existing achievement disparities. Upper-grade ELLs encountered severe setbacks due to challenges in virtual language development. These findings underscore the urgent need for targeted support to redress these disparities, emphasizing the gravity of unequal experiences during the pandemic. Yet, data limitations call for deeper investigations into absent student groups to refine learning loss estimates. Addressing this crisis necessitates a student-centric approach, prioritizing social-emotional well-being and systemic educational reforms to accommodate diverse student needs.
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.
The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.
It’s Time to Create an Aspirational Vision for California Education
This commentary examines California’s opportunity to articulate a coherent and forward-looking vision for public education that extends beyond academic standards and performance metrics. While the state has adopted important frameworks over the years, it lacks a unifying definition of student success that addresses the full range of skills and competencies young people need to thrive in a changing world. The commentary traces past efforts to define such a vision and highlights emerging work—such as local and statewide “Portrait of a Graduate” initiatives—as steps toward greater coherence. It considers how aligning policies such as graduation requirements, accountability metrics, and educator development can support this vision, and emphasizes the importance of engaging student voice to ensure it is both relevant and actionable. The piece concludes with recommendations for state leaders to move from vision-setting to implementation in ways that support whole child outcomes.
Looking Back, Moving Forward
PACE co-founder Michael W. Kirst, former president of the California Board of Education (1977–1981 and 2011–2019), highlights in a new PACE commentary findings from his Learning Policy Institute report Standards-Based Education Reforms: Looking Back to Looking Forward, which analyzes the evolution of standards-based reforms in the United States. Kirst issues a call to action: California needs a strategic and tactical roadmap to improve instructional capacity in classrooms statewide. The commentary offers four recommendations: return the CDE to its former role of providing technical assistance on how to implement subject matter standards; strengthen COEs for effective capacity building; reorient the district role to focus on instructional capacity; and design the roadmap for targeted district support. Without a unified strategy, California risks more uneven progress. A comprehensive, coordinated approach is essential to equipping educators with the tools they need to deliver equitable, standards-aligned instruction to all students.
Advancing Towards a Student-Centered Approach to Education
Across the country, states are moving to education systems that are more student centered, equitable, and competency based. They are doing so because they understand that the legacy model for educating our young people is not working. Although graduation rates have increased, other markers of progress have not. Standardized test scores remain relatively flat. Achievement and opportunity gaps persist despite decades of increased funding and abundant strategies to reduce them. Chronic absenteeism is near an all-time high. The reality is that too many students do not find school to be interesting, engaging, or relevant for their futures. This is particularly true for youth of color and other marginalized student populations. Rather than continuing to tinker around the edges, we can advance real change! Here’s how.
Why California Should Retire the Free or Reduced-Price Meal Measure—and What the State Should Do Next
In 2013–14, California enacted an ambitious—and essential—reform to improve educational equity by directing state resources to districts and schools that educate large numbers of economically disadvantaged students. The reform is called the Local Control Funding Formula (LCFF); it allocates funding to school districts based on student characteristics such as socioeconomic status and provides greater flexibility to use the allocated funds than the previous school funding formula allowed. In addition to the LCFF, which is based on average daily attendance (ADA), districts receive funds based on the proportion of students they serve who are English learners, income eligible for free or reduced-price meals, and foster youth. The equity multiplier, a new policy passed in 2023, is designed to provide even more funding for disadvantaged students.
COVID-19 and the Educational Equity Crisis
The impact of the pandemic on California students' learning, gauged from 18 school districts in the CORE Data Collaborative, highlights significant learning loss in English Language Arts (ELA) and Math, primarily affecting younger grades. The equity gap is pronounced, notably among low-income students and English language learners (ELLs), experiencing more substantial setbacks than their counterparts. Socioeconomically disadvantaged students faced slower growth, while others accelerated their learning, intensifying existing achievement disparities. Upper-grade ELLs encountered severe setbacks due to challenges in virtual language development. These findings underscore the urgent need for targeted support to redress these disparities, emphasizing the gravity of unequal experiences during the pandemic. Yet, data limitations call for deeper investigations into absent student groups to refine learning loss estimates. Addressing this crisis necessitates a student-centric approach, prioritizing social-emotional well-being and systemic educational reforms to accommodate diverse student needs.
COVID-19’s Impact on English Learner Students
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.
Moving Forward from COVID-19
The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.
Our Children’s Education Should be a Priority as California Recovers from Coronavirus
PACE Executive Director Heather Hough cautions that COVID-19 pandemic has significantly impacted California's education system, highlighting the state's low funding and the substantial financial shortfall necessary to meet educational objectives. Recent research indicates a need for an additional $26.5 billion annually in K–12 education to reach state achievement goals. Decades of underinvestment have left districts financially vulnerable, compounded by the economic challenges triggered by the crisis. The dependence on personal earnings for school funding could result in severe cuts, impacting critical student services and potentially leading to layoffs. School closures have underscored their role beyond education, serving as community hubs crucial for student well-being, safety, and essential services. The pandemic exacerbates existing inequalities in learning opportunities among California students. The urgent call is to recognize schools as central to communities and the state's well-being, emphasizing the necessity for significant post-crisis investments in public education as a priority for California's recovery.
Distance Learning Playbook for California School Districts
The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.
Evidence to Inform Recovery
COVID-19's closure of California's educational institutions has profoundly impacted learning, equity, and access. Efforts now concentrate on remote learning support, essential non-instructional services, and aiding students with special needs. PACE seeks to bolster these initiatives, gather best practices, and provide real-time research for informed decision-making. Anticipating challenges upon students' return, especially those facing trauma, PACE plans to focus on data collection, student support, system capacity, and resource allocation. This includes addressing learning loss, supporting vulnerable populations, fostering engagement, integrating services across agencies, and seeking adequate funding amid economic strains. PACE intends to employ diverse approaches—reviewing existing research, collecting new data, testing innovations, and analyzing policy options—to aid educators, policymakers, and the public in navigating this crisis and leveraging education for recovery
Summary of the 2020 PACE/USC Rossier Poll Results Presentation
The 2020 PACE Annual Conference unveiled the latest PACE/USC Rossier Poll results, showcasing California voters' views on key education-related issues. Presenters emphasized the poll's value in understanding voter concerns. Key findings revealed growing pessimism about school quality, a preference for across-the-board teacher salary increases, and concerns about college affordability and fairness in admissions. Voters also stressed addressing gun violence in schools. The panel discussed the state budget, highlighting the need for enhanced higher education accessibility, increased teacher salaries, and a more nuanced approach to education funding. They debated the governor's budget's alignment with voter priorities, noting the need for more support in higher education and teacher salaries and a more effective approach to recruiting teachers.