The COVID-19 pandemic highlighted the vital role school systems play in daily life, from learning and socialization to nutrition programs, transportation, and mental health. In the absence of in-person instruction, countless new stressors impacted families, teachers, and administrators who were...
A “Dear Colleague” letter from the U.S. Department of Education on Feb. 14 threatened federal funding for schools’ race specific programs, including scholarships, financial aid, dormitory floors and graduation ceremonies. Now, as community members are interpreting the impact of new...
From private school vouchers to threats over “woke” curriculum, the Trump administration has launched a slew of reforms intended to reshape K–12 schools. But it’s still too soon to determine how—or if—those efforts will play out in California...
California school districts would receive $2.5 billion through a small cost-of-living increase, plus additional funding to train math and reading coaches, expand summer and after-school programs, and help launch the state’s Master Plan for Career Education in the proposed 2025-26...
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...
Most newcomer students enter school with very low or beginning English language proficiency (ELP), but their language skills can develop rapidly under the right conditions, according to the first in a new series of briefs by Policy Analysis for California...
The U.S. Department of Education’s Institute for Education Sciences has awarded a $3 million research grant to a University of California, Davis-led research team to assess pandemic recovery efforts undertaken by the California Community Colleges. The goal of this three-year...
A recent review of school guidance and communications from the Centers on Disease Control and Prevention argues that the federal agency failed often in its goal of providing timely, actionable information to states and districts around COVID-19 safety protocols. As...
California’s K–12 students experienced significant academic setbacks during the 2020-21 school year of mainly remote learning, showing growing achievement gaps, lagging progress in math and English, increased chronic absenteeism and a slight decline in the statewide graduation rate, according to...
Distance learning and the coronavirus have taken an undeniable toll on students who have suffered from isolation, learning loss and trauma during the past year and a half. West Contra Costa Unified and many districts across California are planning a...
This week a new EdWeek podcast discusses the merits of creating a $500 college savings account for all low-income public school students, and poses this question to PACE faculty director Christopher Edley, Jr., the incoming dean of UC Berkeley’s Graduate School of...
California’s community colleges are part of one system, but in-person reopening plans for the Fall are anything but uniform. The wide variety of Fall reopening plans for community colleges raises questions about how the patchwork of class offerings will affect...
The pandemic has intensified a multi-year trend of dwindling student enrollment statewide, causing a steep drop this year. More than a third of the decline stemmed from 61,000 missing kindergartners.
As COVID-19 continues to disrupt educational experiences of students across the nation, newly analyzed survey research by the California Education Lab at the University of California, Davis, details the high level of uncertainty and financial stress experienced by California high...
In a rare move by a presidential candidate, former Vice President Joe Biden detailed his plans this month calling for full federal funding of special education—something that hasn’t happened since Congress first passed sweeping legislation for students with disabilities 45...
USC Rossier Professor of Education Policy discusses strategies for engaging local stakeholders, her experience as a researcher and how COVID-19 will impact funding for education.
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.
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
High school seniors around the country are feeling apathetic toward their classes during their final semester, which often carries over and negatively affects their freshman year of college. The epidemic, commonly known as “senioritis,” is the topic of a recent...
Research published in the journal Social Problems investigates the impact of residential segregation on educational outcomes among over 2500 youths aged 14 to 26. Findings reveal that higher segregation significantly reduces high school graduation rates for poor and black students, contrasting with no discernible impact on white or affluent youths. Students from disadvantaged backgrounds in less segregated areas showed improved graduation rates. Conversely, segregation didn't affect educational success for privileged students. The study suggests that desegregation could enhance outcomes for disadvantaged groups without impeding the privileged, emphasizing how integrated areas generally achieve higher educational attainment overall. This research highlights the potential of residential integration to uplift disadvantaged students without hampering the success of their more advantaged counterparts.
Senioritis. Senior slump. The Year of the Zombies. Forget preparing for the rigors of college. The final year of high school is for sleeping in, flipping burgers, hanging out with pals, surfing, partying, fighting with your girlfriend, making up with...
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.
