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The COVID-19 pandemic has affected all students; however, its impact has been particularly devastating for students of color, students from low-income families, English learners, and other marginalized children and youth. As transmission rates decline and vaccination rates increase in California, many are eager to return to normalcy, but we must all recognize that even the prepandemic normal was not working for all students. The 2021–22 school year, therefore, constitutes a critical opportunity for schools to offer students, families, and educators a restorative restart.
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This suite of publications 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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The CORE districts studied characteristics, outcomes, and transitions of students with disabilities (SWDs). Specific learning disability was the most common type. Males, African Americans, English learners, and foster youth were overrepresented. Chronic absence was higher for SWDs with multiple disabilities. Most SWDs entered special education in K-4 and exited in grades 8-12. These results help identify who may need targeted support.
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The use of social-emotional learning (SEL) and school culture/climate (CC) measures is a promising way to understand school performance. SEL and CC measures are reliable, distinguish between schools, and relate to academic and non-academic measures. They can identify areas for improvement within schools, such as subgroup gaps. Incorporating these measures into higher stakes accountability systems requires further research.