Like their state counterparts, state boards must both respond to crises and plan ahead. A focus on creating the best possible learning for all will help educators, students, and families emerge from this crisis on a stronger footing. This issue of...

July 15, 2020 | Business Insider

The coronavirus pandemic could upend universities as we know them. While other economic downturns were a boon for graduate programs, especially at elite business schools where young professionals—at least, the ones who can afford to—could await a better employment prospects...

June 23, 2020 | Mountain Democrat

The Mother Lode Union School District (MLUSD) developed several best-practices during its early response and Superintendent Dr. Marcy Guthrie was asked by the Policy Analysis for California Education (PACE) to present findings during the statewide webinar — Equity at the...

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


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.

Voices of Educators

Supporting Student Learning Amid the Pandemic Requires Prioritizing Social-Emotional Care
Krista Fairley
Rebecca Norwood
Janice Phan
Cynthia Sanchez

The global pandemic and resulting economic devastation, not seen since the Great Depression, have underscored how schools are essential to the well-being of their communities. During this time of high stress, students are reporting anxiety, depression, and thoughts about hurting themselves, as well as increasing abuse. Moving from crisis triage to action guided by core principles that center student well-being is necessary but, to do so, social-emotional care is paramount, both for children and adults. For these reasons, our recommendations include reaching out to families, adjusting expectations, developing flexible guidelines, and investing in teachers’ professional development.