In this podcast (transcribed) for the California Association of School Business Officials (CASBO), Heather Hough highlights research and perspectives related to the fundamental importance of public education, school funding levels and policies, and proactive approaches that should be on the table as California plans its recovery from the COVID-19 crisis.

As the UC Board of Regents approaches a crucial decision on the use of SAT and ACT in admissions, a faculty task force report has drawn criticism for distorting key issues and offering recommendations lacking substantial evidence or potential for improving admissions fairness or diversity across campuses. The report acknowledges problems with these tests but suggests a ten-year continuation without viable replacements, viewed as a waste of time and public funds. Three comprehensive analyses accompany this commentary, urging a reevaluation of the report's stance. They highlight concerns regarding heavy reliance on SAT scores affecting underrepresented groups, propose restructuring the Eligibility in the Local Context program for improved diversity, and advocate for considering Smarter Balanced assessments alongside GPA for fairer admissions. Criticizing the report's swift dismissal of valid options, the analyses emphasize aligning high school and university expectations while urging evidence-based decisions. This commentary seeks to steer the Regents' attention beyond the task force report, advocating for a more inclusive and thorough assessment of the available perspectives.

The aftermath of COVID-19 poses a serious threat to California's education, expecting a drastic decline in tax revenue. School closures will harm all students academically and emotionally, highlighting educational inequalities. Policymakers must reimagine the system as Governor Newsom's proposed budget investments face uncertainty amidst growing needs post-pandemic. The education funding system shifted in 2013 with the Local Control Funding Formula, providing additional funds for districts with high-need students. However, the pandemic has rendered the new support system, reliant on the California School Dashboard, irrelevant. Issues such as inadequate timing and inconsistent district identification for assistance surfaced in a pre-pandemic report. A revised support system should engage diverse expertise, span multiple years, involve stakeholders, and address emerging post-pandemic needs. Simply patching the existing system won't surpass pre-pandemic outcomes; policymakers must seize this disruption to overhaul California's education structures.

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 COVID-19 crisis abruptly shifted education online, prompting a swift transition often labeled as "emergency instructional triage." USC Rossier School of Education, drawing from their extensive online teaching experience, released a report addressing crucial aspects of this new teaching landscape. Tailored for teachers, administrators, and educators, it tackles pressing questions across six key areas, providing practical recommendations for engagement strategies, teaching students without reliable internet access, rethinking grading practices, accommodating special needs students, guiding student teachers, and preparing for potential future online teaching. The resource delves into engaging high school seniors, efficient feedback methods, and offers appendices with supplementary resources, Zoom instruction strategies, and guidelines for creating secure online classrooms. This comprehensive guide, crafted by seasoned faculty with expertise in virtual teaching and educational psychology, aims to support educators facing the challenges of remote instruction during this unprecedented time, emphasizing the need for accessible and engaging learning environments for all students.

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