Commentary author
Summary

In response to the COVID-19 crisis, PACE Executive Director Heather Hough offers an approach involving multiple phases, transitioning from immediate action to re-entry and eventual recovery. The closure of schools due to the pandemic is expected to result in substantial learning loss, especially among disadvantaged students, necessitating a comprehensive assessment of their academic and emotional needs upon their return to school. This crisis has highlighted disparities in distance learning and accentuated existing inequalities, making it imperative to address diverse impacts and support students effectively. To address these challenges, proposing a state-level diagnostic assessment using existing resources like SBAC emerges as a unified and cost-effective means to identify learning gaps and guide resource allocation. The upcoming school term brings uncertainty, demanding clear guidelines, adaptability, and adequate resources for schools to embrace novel learning models. Immediate measures include safeguarding education funding, urging federal support, and targeting assistance for vulnerable students. Additionally, there is an opportunity to overhaul California's funding system to better reflect the critical importance of public education. This commentary is modified from testimony delivered to the California Assembly Budget Committee on April 28, 2020.

Voters’ Opinions on Educational Equity Initiatives in California
Commentary author
Summary

The COVID-19 pandemic and ensuing school closures are significantly impacting students, particularly in terms of educational equity. Economic challenges are disproportionately affecting lower-income families, impacting students' access to learning resources. Research suggests that funding levels correlate with academic outcomes, signaling potential setbacks due to anticipated budget constraints. Californians have expressed a strong priority to address racial inequality in education, as highlighted in the 2020 PACE/USC Rossier voter poll. This poll demonstrates widespread support for initiatives like increasing teachers of color and implementing ethnic studies in schools, especially when substantiated by research on their positive impact. However, responses vary among different racial and political groups. As we navigate post-pandemic recovery, it's crucial to focus on addressing these disparities using a diverse range of policy approaches outlined in the brief. This will ensure broader support and sustained efforts toward educational equity.

May 1, 2020 | UC Davis

A congresswoman, an astronaut, academic groundbreakers, the university’s first female chancellor and more: UC Davis is highlighting 55 of its most significant women in history as part of a celebration marking the 150th anniversary of the admission of women to...

April 29, 2020 | Partnership Schools

One of the most complicated issues facing teachers right now is how to assess and grade student work. As one Washington Post article noted this week, “There’s little consensus beyond the need to abandon the status quo.” Even in “normal”...

Transcript of CASBO Podcast
Commentary author
Summary

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.

Commentary author
Summary

As California grapples with an impending economic downturn due to the pandemic, schools face a triple challenge: severe budget cuts, heightened student needs, and escalating expenses. The closures have disrupted learning, support systems, and daily routines, impacting all students and disproportionately affecting those facing housing or food insecurities. The state's fiscal future remains uncertain, with the budget expected to reflect only a fraction of the economic distress. California's education funding, tied to income tax, mirrors economic fluctuations, experiencing substantial surges or declines based on economic conditions. Though federal relief provides temporary aid, it falls short of covering rising costs and doesn’t shield high-poverty districts reliant on state funds. Planning for the immediate future demands increased education funding, federal aid advocacy, and targeted assistance for vulnerable students. Furthermore, the need for flexibility in spending and staffing, reduced employee benefit spending, and long-term rethinking of the education funding system are imperative. Diversifying funding sources and revising Proposition 98, which determines education spending minimums, are vital steps toward a more stable and equitable education funding structure. Emphasizing political courage, this crisis serves as a catalyst to not only navigate the immediate challenges but to reshape and adequately fund California's education system for the future.

Summary

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.

Commentary author
Summary

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.

April 16, 2020 | Education Next

My comments focus on California, a state that never substantially revised Common Core and uses the Common Core-aligned assessment Smarter Balanced (although Covid-19 now has halted 2019-20 in-person classroom instruction in most parts of state and end-of-year testing throughout California)...