From the day California schools closed in March, researchers, policymakers, and educators alike have been concerned about the impact that the pandemic would have on student learning, and worried that our most vulnerable students will experience this so-called “learning loss” more than others. Given the critical importance of evidence to inform decision-making on school reopening, we are sharing early findings on student learning in Grades 4–10 in 18 school districts that are part of the CORE Data Collaborative. Our preliminary analysis shows that there has been significant learning loss in both English Language Arts and Math, with earlier grades, low-income students, and English learners most impacted.

The COVID-19 pandemic, which presents critical threats to education overall, also presents specific, potentially irreversible, and long-term threats to environmental education—an essential field that provides numerous cognitive, affective, and health-related benefits.

Over 700,000 Californians live in multigenerational households It is imperative for school and political leaders to keep in mind that not every student lives in a nuclear family—i.e., with two parents and/or siblings—or, regrettably, in stable housing.

As schools begin this fall, educators across California are examining how they can promote students showing up for class, whether instruction is offered remotely or in person. In our previous PACE commentary, we made recommendations for expanding the metrics used to monitor daily attendance and participation in distance learning. In this commentary, we make recommendations for how educators can respond to student attendance data to ensure students get the support they need to be present and engaged in learning.

Absenteeism is a leading indicator of educational inequity. With COVID-19, taking daily attendance and monitoring absenteeism is essential as chronic absence is a key predictor of later learning loss and an early warning sign that positive conditions of learning are not in place for students. While taking attendance is more complicated in the context of distance learning, it is still possible—and necessary.

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.

Students will begin next school year with highly diverse needs, which means educators will face huge demands for differentiation on shoestring budgets. A focus on cognitive science and adult learning, particularly on social and emotional capabilities, can help educators be self-aware and creative in developing strategies to better support students across the full range of their educational and psychological needs. To help students and educators succeed in this new and unpredictable environment, a clear focus on conditions for learning will be key.

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.

Quality Counts California rates program elements to assess overall program quality. But are we assessing the right dimensions of quality with measures that are predictive of children’s learning and development? In an era of restricted resources, it is critical that CA identify, measure, and deliver the dimensions of quality that actually matter for children.

As an immensely diverse group of students, English learners (ELs) will have widely varying experiences during the COVID-19 pandemic and thus a broad range of educational, physical, and mental health-related needs.This commentary offers recommendations for how policy can support ELs whether education is online, in person, or both.