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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.
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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.
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Educators, researchers, and leaders consistently emphasize the need to educate the whole child, acknowledging that intellectual growth intertwines with social, emotional, and physical development. The current pandemic further stresses the urgency of cultivating adaptable, resilient, and empathetic individuals equipped with diverse skills like digital literacy, critical thinking, and civic responsibility. Many districts have responded by creating Graduate Profiles—a concise outline defining essential skills for success beyond academics. Several districts, united under a partnership named Scaling Student Success, have formed a Community of Practice to implement these profiles effectively. This collaborative network aims to translate Graduate Profiles into actionable practices, sharing experiences, tools, and resources to foster continuous improvement. Expert support providers assist in various steps, from assessing student progress to crafting career pathways. The pandemic amplifies the significance of these efforts, prompting a deeper commitment to whole-child education among districts, acknowledging its vital role in shaping resilient individuals for the future.
PACE’s Response to COVID-19
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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
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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.