November 6, 2024 | EdSource

The re-election of former President Donald Trump is certain to bring a period of conflict,tension and litigation between his White House and California’s political and education leaders whose policies and values the president-elect castigates. It also could potentially have major...

Summary

The recent influx of federal and state funds presents a critical yet time-sensitive challenge for California's school districts. While these funds offer relief for pandemic-related financial strains, they are temporary and demand strategic utilization. Leveraging previous planning experiences such as the Local Control Accountability Plans, district leaders can establish clear objectives and allocate budgets effectively. Employing cost-effectiveness analysis is paramount, guiding decisions to ensure the most impactful interventions while minimizing waste. This approach, outlined in a PACE report, involves evaluating various investment options against their costs and potential impacts. However, applying this analysis requires strategic selection, focusing on substantial investments and genuine alternative options. The aim is to maximize outcomes from these funds, addressing immediate needs while aiming for sustainable, long-term benefits beyond the pandemic recovery period.

Summary

A wide-ranging coalition of research, education, and community organizations from across California today introduced and endorsed a new framework based on research and lived experiences in schools outlining a restorative restart for public schools in California as students return to campus in the wake of the COVID-19 pandemic.

September 2, 2020 | Education Week

Wanted for the new school year: high-quality remote-learning experiences to engage and benefit all students. In the current pandemic reality, educators can improve learning, we believe, by finding better ways to use and structure students' work time. That's true whether...

July 10, 2020 | Politifact

As thousands of school districts figure out how and to what degree they will reopen this fall, President Donald Trump railed against the recommendations from the Centers for Disease Control and Prevention. The administration has tightly linked reopening schools to...

Summary

In preparing for the next school year, California state policymakers must set clear statewide expectations for teaching, learning, and student support, regardless of whether instruction is online or in person. This spring, local school districts scrambled to adapt to COVID-19 with a wide range of responses largely focused on securing delivery of online resources. Now is the time to shift the conversation back to the core purpose of school: learning. The state should establish a minimum amount of instructional time; create an instrument of diagnostic assessment and require its use; adopt instructional continuity plans; and advocate for and secure additional funding.

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.