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Optimists believe AI will partner with teachers to provide customized learning resources, digital tutors, and innovative experiences tailored to individual students’ needs. Pessimists express concerns about the potential dehumanization of education, arguing that AI could increase students' reliance on digital tools, reduce meaningful human interactions, and perpetuate biases and misinformation. In this article, the authors highlight the need for education leaders and policymakers to navigate the use of AI with care, balancing its transformative potential with its inherent risks.
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California policymakers and educators are promoting dual enrollment to boost educational attainment and equal access to postsecondary opportunities. Assembly Bill 288, enacted in 2016, encouraged high school-community college collaboration, and funding for dual enrollment has increased. Local educators are working to expand programs and support student success. Participation grew steadily from 2015–16 to 2019–20, but stalled in 2020–21 and 2021–22, likely due to the COVID-19 pandemic's impact on dual enrollment opportunities.
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Within the TeachAI Policy Workgroup, PACE has facilitated the development of AI policy informational briefs aimed at ensuring the effective, safe, and responsible integration of AI in education. These briefs offer guidance to education leaders and policymakers, emphasizing the importance of crafting policies that prioritize teaching and learning. The briefs provide insights derived from current research and landscape analysis of AI use in TK–12 educational settings, addressing common questions and centering around five guiding principles for developing responsible AI policies in education.
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This infographic, from PACE and Wheelhouse, examines participation in dual enrollment among 9th to 12th graders. The data show that about 10 percent of all California public high school students enrolled in community college courses in 2021–22, but these rates vary from zero to 97 percent depending on locality. Analysis demonstrates that dual enrollment participation is unequally distributed across racial/ethnic and socioeconomic groups as well as geography. The evidence demonstrates the potential of improving early access to dual enrollment in 9th grade for closing these equity gaps.
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Chronic absenteeism has soared in California and nationally in the wake of the COVID-19 pandemic, and addressing this extraordinary increase is crucial to helping students catch up academically. Using data available from the California Department of Education, this analysis examines trends in chronic absenteeism through school year 2022–23.3 Although rates of chronic absence have begun to decrease, they remain alarmingly high. Ensuring equitable opportunities to learn will require ongoing attention and action, including taking into account these seven key facts.