Commentary author
Publication Type
Commentary
Summary

The COVID-19 pandemic disrupted schooling at an unprecedented scale. Widespread school closures reduced students’ access to in-person instructional routines, altered teacher–student interactions, increased students’ responsibility for managing their learning, and exacerbated stress and trauma—conditions that significantly influenced students’ social-emotional development. This commentary offers findings from CORE Districts’ large-scale longitudinal social-emotional learning (SEL) data. Students’ social-emotional competencies followed complicated developmental patterns rather than increasing steadily over time. The pandemic shifted many of those trajectories downward, especially for younger students—and students’ prepandemic competencies predicted the level of academic disruption they experienced. This disruption included changes in attendance, linking California’s high rates (20 percent) of chronic absenteeism—students missing 10 percent or more of the school year—to social-emotional competencies. Author Yang Caroline Wang suggests six considerations for California policymakers, including: prioritize the elementary-to-middle school transition; integrate SEL into core academic strategies; leverage the connection between attendance and SEL; and start longitudinal monitoring.

Publication Type
Commentary
Summary

Abstract: Chronic absenteeism—defined as missing 10 percent or more school days—has surged in California since the pandemic, with 20 percent of students chronically absent in 2023–24. This is not merely an educational issue but rather a symptom of deeper social and economic inequalities. Our research shows that while schools play an important role, they cannot solve the issue of chronic absenteeism alone. Meaningful progress requires coordinated, cross-sector efforts to tackle root causes such as housing instability, transportation challenges, economic insecurity, and limited access to health care. California’s investment in community schools provides a strong foundation and should be supported by reforms to transportation policy, school funding formulas, and multisector collaboration. County Offices of Education and state agencies are well positioned to align resources and lead these efforts. To reduce absenteeism statewide, California must focus on strengthening the conditions that make regular school attendance possible—especially for students facing the greatest barriers.

Commentary author
Publication Type
Commentary
Summary

An analysis of recently released Smarter Balanced Assessment System (SBAC) test scores shows very modest improvements in 2024 in students’ proficiency at meeting state standards for English language arts and mathematics. However, the rate of improvement is too slow to erase declines from the pandemic. Substantial gaps across student subgroups persist, with disproportionate impacts on the performance of students of color, disadvantaged students, and English learners (ELs). Also of concern is a pattern showing that overall proficiency in mathematics declines as students progress through school, indicating that they may not be prepared for postsecondary success.

November 4, 2024 | Berkeley Political Review

I dreamed of following in my mother’s footsteps to become a teacher. We would spend our Augusts decorating her classrooms with cheesy quotes and fun colors. During the year, she would grade assignments and share her elementary school students’ funny...

Commentary authors
Publication Type
Commentary
Summary

The nationwide increase in chronic absenteeism, exacerbated by the COVID-19 pandemic, persists in California—affecting approximately 25% of students. Marginalized communities face disproportionate challenges. Structural issues like transportation and teacher shortages, alongside student-level factors such as insecurity and disengagement, contribute to absenteeism. Tailored solutions recognizing the unique developmental needs of adolescents are crucial. Adolescents' curiosity and peer interactions necessitate opportunities for exploration and contribution, while supportive relationships with adults are essential. Addressing chronic absenteeism requires collaborative efforts, ensuring equitable access to these opportunities and relationships. Local expertise and insights from developmental science should guide the creation of inclusive school environments that promote consistent attendance and engagement among adolescents.

February 19, 2024 | San José Spotlight

Preparation for college and a career is important to economic prosperity. How college and career readiness in schools is defined varies across the state. The College/Career Indicator, adopted by the State Board of Education, integrates eight pathways that demonstrate a...

February 11, 2024 | Voice of San Diego

When the state published last year’s batch of post-pandemic school data, alarm bells went off. It was our first glimpse into where kids stood after years of virtual learning, and it was bleak. The data showed that student performance on...