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...

To Keep Students Safe and Learning, California Needs Strong State Leadership

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.

COVID-19’s Impact on English Learner Students

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.

In Pandemic’s Wake, California Needs to Rethink System of Support for Schools

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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.

Our Children’s Education Should be a Priority as California Recovers from Coronavirus

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Summary

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.

Distance Learning Playbook for California School Districts

Commentary author
Sam Olivieri
Summary

The current school closures and potential future remote learning challenges have prompted the creation of the "Learning Apart, Staying Connected: A Distance Learning Playbook" aimed at aiding California school districts in developing effective distance learning plans. Recognizing the absence of a clear roadmap for this unprecedented situation, the playbook emerged as a practical resource at the request of educational leaders seeking actionable guidance amidst a myriad of options. Tailored for small- and medium-sized district administrators, it prioritizes integrating the needs of English Learners into distance learning strategies. Organized around five key questions, it offers diverse sample approaches accommodating different accessibility contexts—digital, print-based, or hybrid. The playbook also provides specific advice on supporting various student groups, including English Learners and students with disabilities, aiding teachers, and engaging with families. Collaboratively crafted by Entangled Solutions, informed by expertise in online learning and insights from California and China's educational landscapes during closures, the resource continually evolves with input from educators and leaders in the field. It aims to serve as a foundation for future preparedness in unforeseen circumstances, aiming to address local needs effectively through adaptable strategies and learnings from ongoing feedback.

Evidence to Inform Recovery

PACE’s Response to COVID-19
Summary

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

Summary of the 2020 PACE/USC Rossier Poll Results Presentation

Commentary author
Dan Silver
Summary

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.