July 2, 2021 | The Sacramento Bee
Governor Gavin Newsom on Thursday signed a law to help alleviate the pandemic’s effect on grades and graduation credits by giving California students an opportunity to redo a grade level. Assembly Bill 104, now law, creates a range of grading options to accommodate K-12 students who struggled during the 2020-21 academic year, when distance learning disrupted classroom routines.
June 28, 2021 | EdCal

Research supports ‘restorative restart’ for schools. A new report from PACE lays out 14 “restorative actions” educators should take in the 2021-22 school year to welcome students back and begin the foundational work for creating change within school systems.“Restorative Restart...

June 9, 2021 | Education Analytics

This infographic from Education Analytics and Policy Analysis for California Education *PACE) summarizes the results of research examining the changes in learning patterns experienced by students in grades 3–8 in California and South Carolina. Using results from winter 2020–21 interim...

The Opportunity and the Risk of Inaction
Commentary author
Summary

Students with disabilities faced immense challenges during the pandemic, encountering disruptions in specialized services, heightened anxiety, and remote learning difficulties. These issues have raised concerns about potential legal actions as parents seek additional support to compensate for lost learning opportunities. California's special education system is contending with the aftermath, reporting disruptions in crucial services like speech therapy and struggles in delivering effective online education for students with disabilities. The potential influx of legal cases demanding compensation for missed services could overwhelm already strained systems. To address these concerns, proactive engagement with families, early intervention, and bolstered dispute resolution processes are essential. Legislation such as AB 967 proposes to strengthen these systems, aiming for equity and providing families with avenues for recourse, offering a path towards a more robust and responsive special education system in California post-pandemic.

June 5, 2021 | The Hill

One of the great lessons of the pandemic is this: American education does not work as it should. It doesn’t work for millions of our parents or millions of our teachers—and it especially doesn’t work for millions of our children...

Suburban Superintendents Reflect and Reimagine
Summary

The COVID-19 pandemic has exposed and worsened existing inequities in suburban schools across California. These inequities encompass varying educational opportunities, outcomes, and disparities in basic needs. In districts like Modesto City Schools and Ontario-Montclair School District (OMSD), the crisis unveiled issues such as food insecurity, lack of technology access, and disparities in extracurricular activities, exacerbating the preparation and opportunity gaps. However, this crisis has also spurred a readiness for change and opportunities to address these disparities. It has prompted educators and community partners to reimagine schooling with equity as a focal point, aided by federal and state funds for relief efforts. Both districts are leveraging these funds to address digital divides, expand mental health support, redesign educational programs, and enhance staff services. They aim to sustain these changes by advocating for flexibility in spending and funding mechanisms tailored to local needs, recognizing the necessity for ongoing support beyond the pandemic. Looking forward, district leaders envision a transformed education landscape that celebrates diversity and prioritizes equity.

Time, Talent, Training, and Technology/Materials
Commentary authors
Summary

Schools are preparing for full in-person instruction amid ongoing pandemic challenges, emphasizing the urgency of addressing heightened student academic and wellness needs. State and federal funding provide unprecedented resources to aid recovery and transformation. PACE's recent report, "Restorative Restart: The Path Towards Reimagining and Rebuilding Schools," offers 14 action areas to address students' holistic needs, focusing on relationships, wellness, and engagement. To support planning and budgeting for a restorative restart, the report introduces the "Four Ts" framework: Time (extending instructional hours, planning time), Talent (adding staff to support students), Training (professional development for new approaches), and Technology/Materials (ensuring equitable access to devices and tools). The framework, adaptable to local needs, aids in discussions and planning for districts to implement restorative actions effectively while aligning with the report's action areas.

Commentary author
Summary

COVID-19 has disproportionately affected English learners (ELs) across participation rates, learning setbacks, health concerns, and parental disconnection. California's plan to reopen K–12 schools in fall 2021 coincides with a $15.3 billion influx from the American Rescue Plan to assist in reopening safely and address student needs. Each district must outline their use of these funds by June 1, 2021, with 20 percent dedicated to tackling learning loss. To benefit ELs, ten evidence-based recommendations are proposed. These include comprehensive fund use, leveraging cultural assets, tailored support, high-quality programs addressing language and culture, multilingual health services, parent engagement, educator training, reduced class sizes, and hybrid learning models. The piece emphasizes learning from past funding mistakes to provide progressive and equitable education for all, emphasizing the diverse needs of ELs in California's public schools.