Published

Summary

This study investigates racial disparities in school closures both within California and nationally. Findings highlight an alarming pattern: Schools enrolling higher proportions of Black students are at significantly increased risk of closure relative to those enrolling fewer Black students, a pattern that is more pronounced in California than elsewhere in the United States. The findings underscore that school closures in California and elsewhere reflect racial inequalities that require adequate policymaking to ensure equitable and fair school-closure proceedings.
Supporting Students During COVID-19
Published

Summary

An analysis of Learning Continuity and Attendance Plans (LCPs) developed by local educational agencies in California during the 2020-21 academic year showed variations in practices across districts, particularly between urban and rural areas. While districts planned to provide technology, assess student learning, and offer tiered levels of support, broader opportunities for reform and implementation accountability in education policymaking are needed post-pandemic.
Published

Summary

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.

Lessons for COVID-19
Published

Summary

This brief discusses the impact of the COVID-19 pandemic on student absenteeism and academic and social-emotional outcomes using panel data from California's CORE Districts. Absenteeism has a negative effect on student outcomes, with math being more affected than English language arts, and middle school students suffering more than elementary or high school students. The study also shows that absenteeism negatively impacts social-emotional development, which can have further implications for student outcomes.
Evidence from the 2020 PACE/USC Rossier Annual Poll
Published

Summary

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.

Publication authors
Published

Summary

This report is part of the Poverty and Race Research Action Council's state data reconnaissance project, which aims to provide a guide to education data available in California for researchers and policymakers. PACE gathered the education data, which is presented in a catalogue of raw data sets and published reports from state, federal, and non-governmental agencies, along with a matrix showing which data are collected by which sources. Appendices provide more detail on specific data sets.