Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels—as well as student achievement gains—but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes.

The use of the Quality Rating and Improvement System (QRIS) to improve early childhood education program quality is based in part on assumptions that the quality of programs can be measured and that quality ratings are associated with meaningful differences in learning outcomes for children.

COVID-19 has disrupted California’s education system in fundamental ways. Districts across the state are quickly creating strategies to serve all students, and many are designing their response around the needs of their most vulnerable students. This brief highlights the response of Mother Lode Union School District (MLUSD) to the COVID-19 pandemic, in which district staff and teachers were able to collaborate—despite the unprecedented crisis—to meet student needs.

Students suffer learning losses over the summer holiday in the best of circumstances; the COVID-19 school closures are likely to intensify that effect. While it is impossible to know at this point to what degree learning loss will be impacted by this extraordinary circumstance, research demonstrates that academic “slide” is typically observed most in math and, to a somewhat lesser extent, reading.

Governor Newsom has discussed staggered or multi-track calendars as an option for going back to school in fall 2020. A review of research on multi-track calendars shows that over time there are slight negative effects on learning, but this research was done during a period where the alternative was a traditional calendar. In the current situation, which would otherwise have students staying home entirely, a staggered calendar would have clear learning benefits and would help both parents and teachers get back to work.