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.

In the run-up to 2020 elections, where do California voters stand on key education policy issues? This report examines findings and trends from the 2020 PACE/USC Rossier poll. Key findings include rising pessimism about California education and elected officials, continued concern about gun violence in schools and college affordability, and negative opinions about higher education. However, there is substantial support for increased spending, especially on teacher salaries.

The 2018 Getting Down to Facts II research project drew attention to California’s continued need to focus on the achievement gap, strengthen the capacity of educators in support of continuous improvement, and attend to both the adequacy and stability of funding for schools. Based on the nature of the issues and the progress made in 2019, some clear next steps deserve attention as 2020 unfolds.

The education productivity problem is rising resources but only modestly rising student achievement. Current education reform aims to produce higher student achievement with stable resources. Low student performance may be due to declining social and economic conditions, lack of hard work by students, and lack of parental support. However, research focuses on what schools can do to improve productivity by controlling and improving student achievement. Both education programs and finance structures need to be restructured to accomplish productivity challenges.

School finance has become a prominent issue again due to court decisions and litigation in several states. This article explores school finance changes in the 70s and 80s and outlines key issues for the 90s, including the relationship between finance and education goals, site-based management, teacher pay, accountability, school choice, and nontraditional issues such as preschool and non-educational services for children.