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The COVID-19 pandemic had a significant negative effect on the oral reading fluency (ORF) of US students in grades 2-3 in over 100 school districts, with students falling 30% behind expectations. While there was some recovery in the fall, it was insufficient to make up for the spring losses. The impact is particularly inequitable, with lower achieving schools being hit harder, and 10% of students not being assessed. Addressing accumulated learning losses and supporting struggling students is necessary.
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Collaborative networks using continuous improvement principles can accelerate and spread learning. This brief highlights the importance of understanding the benefits of collaboration, building a culture of trust and vulnerability, and engaging in true collaborative work, not just "show and tell." These lessons can help network members work together effectively to improve outcomes for students in changing conditions.
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California schools' funding had improved, but still fell short of what is necessary to meet the state's goals. Now, schools face three major challenges: declines in student achievement and social-emotional well-being due to COVID-19, increased costs associated with distance learning and school reconfiguration, and the need to tighten budgets. Securing necessary funding will require an enormous and sustained effort from many stakeholders to improve schools and student outcomes and strengthen the economic and social outlook for future generations.
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Parental engagement is essential to improve academic outcomes for all students, particularly low-income, Black, and Latinx students. Distance learning has intensified the need for parental support, but state policies and tools for engagement are inadequate. Local Educational Agencies can remove barriers to data access and support parent engagement by following three key principles and taking related actions.
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This brief summarizes the current evidence base on multi-tiered trauma-informed practices in schools to prevent, assess, and address trauma in students. Although the effectiveness of trauma-informed approaches is limited, the most compelling evidence comes from the more intensive tiers. Recent guidance on addressing trauma comes from expert and practitioner experiences and recommendations, including adaptations made during distance learning. Schools should establish a system-wide trauma-informed approach that includes care for educators themselves.
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The brief argues that community school strategies can help address the social and learning impacts of COVID-19, by reforming underlying classroom, school, and district behaviors and systems that prevent student-centered collaboration, partnership, and teaching. The focus should be on student-centered learning, integrated teacher and student supports, collaborative leadership and practice, and the centrality of family and student relationships. The brief encourages all schools to adopt a community school approach, which can serve as a sustainable and successful investment.
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This article provides 10 recommendations based on the PACE report to help educators and district leaders provide high-quality instruction through distance and blended learning models in the 2020-21 school year. Despite the challenges of COVID-19, research can guide decisions about student learning and engagement. These recommendations can be used as a framework to prioritize quality instruction.
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California voters generally support policies to increase teacher diversity and require high school ethnic studies courses, according to a 2020 PACE/USC Rossier poll. Support for increasing teacher diversity was higher when respondents were informed of its positive impact for students of color. Support varied by race/ethnicity and political party, with white and Republican respondents showing less support than African American, Latinx, Democrat, and Independent respondents.