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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
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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
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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
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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.

Evidence from the CORE Districts and the PACE/USC Rossier Poll
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The increase in students opting out of standardized tests is a threat to accurately measuring student achievement. This brief examines the effects of opting out in the CORE districts and models how it could affect accountability measures. More opt-outs could significantly impact some metrics, but the growth measure is largely unaffected. Metrics tracking achievement by cohort are at risk of bias, even with low levels of opting out. Adjusting for characteristics of students who take the tests could be a solution.

Publication authors
Published

Summary

This study examines the impact of target setting for non-academic indicators on school quality ratings in CORE districts' elementary schools. The authors found that non-academic measures of school quality vary over time, are not consistently associated with demographics, and are sensitive to small changes in rating thresholds. The results suggest a need for more research on target setting for non-academic indicators in school quality systems.
Charter, Magnet, and Newly Built Campuses in Los Angeles
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This paper examines the impact of pupil mobility in urban districts like Los Angeles, where families are encouraged to switch schools due to the growth of mixed-markets of charter, magnet, and pilot schools. African American and White students are more likely to exit their schools, while overcrowding in low-income Latino neighborhoods leads to higher exit rates. Charter and magnet school students exit less. The district's commitment to relieve overcrowding leads to Latino students moving to newly built schools. The opening of new high schools reduced pupil mobility.
Crafting Standards to Track Quality
Publication authors
Published

Summary

This paper investigates the effects of class size reduction (CSR) on student achievement in California's K-3 classrooms. Using data from the state's Standardized Testing and Reporting program, the authors find that smaller class sizes improve student achievement in English-language arts and have a stronger effect on low-income and minority students. However, the authors caution that the full benefits of CSR may be realized only with sustained implementation, quality teaching, and alignment with curriculum and instructional strategies.
The Reliability of How States Track Achievement
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Summary

This paper analyzes the impact of the No Child Left Behind Act on the state's funding system and notes that it exacerbated inequities by penalizing schools that did not meet annual progress targets without providing sufficient resources to help them improve. The authors suggest that a more equitable funding system based on student needs and costs would better serve all students, including those who are struggling to meet academic standards.
Published

Summary

The Bridge Project, a study of K-16 issues, presents three papers on college transition. The first finds a widespread lack of knowledge about college requirements and readiness among California students and parents. The second analyzes how students receive vague signals about academic college readiness. The third provides an example of how to improve K-16 transition and send clearer academic standards signals. Policy implications include low or no-cost recommendations to address these issues.
Publication authors
Published

Summary

The No Child Left Behind Act of 2001 mandates all states to demonstrate “adequate yearly progress” towards state proficiency goals. This report explores how to measure sustained improvement in California public schools, and how demographic and school-level variables relate to student achievement. Annual Academic Performance Index scores alone do not indicate sustained improvement, so it is recommended to consider student progress over a longer time frame and all known variables that impact it.
National Disparities in Funding, Teacher Quality, and Student Support
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Summary

Charter schools were intended to close the achievement gap and create tight-knit communities that motivate students and teachers. The assumption is that charter schools can avoid the disparities that public schools face. Recent data from the National Center for Educational Statistics (NCES) allows for comparison between charter and public schools. The survey data illuminates similarities and differences between the two types of schools.
The Early Impacts of Welfare Reform for California's Children, 1998–2000
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This report examines the effects of welfare-to-work and childcare capacity building on the childcare system in California, prompted by changes in the childcare system and welfare reform. The study was requested by the California Department of Social Services, and this paper provides an overview of the findings.
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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.