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Summary
A new PACE brief summarizes key points from the report Enabling Conditions and Capacities for Continuous Improvement: A Framework for Measuring and Supporting Progress Towards the Goals of the Statewide System of Support and contextualizes the findings within the current challenge of supporting teaching and learning during a pandemic. The concept of VUCA (volatility, uncertainty, complexity, ambiguity) provides a framework for the ways in which schools are operating amid the COVID-19 crisis. In an unprecedented VUCA context, rapid cycles of improvement are essential for identifying approaches...
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How can schools provide high-quality distance and blended learning during the pandemic? This brief includes a mix of rigorous evidence from extant studies, data from interviews with practitioners who described their learnings from informal experimentation during the spring of 2020, and expert researchers who thought about how to apply research to the current context. Breaking Down the Issues With the abrupt end of in-person schooling in the spring of 2020, learning opportunities available to students varied enormously with some students receiving almost no distance instruction and others...

A Guide for Parents, Families, and the Public
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In response to the COVID-19 pandemic, the majority of school districts in California will not have in-person teaching in fall 2020. Over the months ahead, parents, educators, and the public will have to navigate uncertainty in weighing the costs and benefits of opening schools versus supporting learning remotely. This brief offers the questions that parents, educators, and the public should ask about the education, health, safety, and social-emotional needs of children and adults when considering plans for reopening during the pandemic. The authors, education and health policy experts...
Research to Guide Distance and Blended Instruction
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Though the delivery of instruction in the 2020–21 school year will be altered to mitigate the spread of COVID-19, a long-standing research base on high-quality instruction can inform decisions about students’ learning and engagement. The following ten recommendations distill the key findings from the PACE report Supporting Learning in the COVID-19 Context, which offers a framework for educators and district leaders to use in their preparation to provide quality instruction through distance and blended models. Recommendations to educators: 1 Prioritize interaction and collaboration in...

A Summary of the PACE Policy Research Panel
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More than 725,000 of California’s K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill-equipped to serve them. This brief summarizes the findings from the PACE Policy Research Panel on Special Education: Organizing Schools to Serve Students with Disabilities in California. We find opportunities for improvement in early screening, identification, and intervention; transitions into and out of special education services; educator preparation and ongoing support; and availability of mental and physical health services. Comprehensive...
Views from the 2020 PACE/USC Rossier Poll
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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.

Counties, Differentiated Assistance, and the New School Dashboard
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This report examines the early implementation of California’s statewide System of Support. The System of Support has received general acclaim from County Offices of Education (COE) and district officials for its emphasis on assistance over compliance, and COEs have taken varying approaches to providing that assistance depending on the local context of the districts eligible for support and the COE’s internal capacity. Interview and survey data suggest significant challenges to realizing a robust support system, including inadequate funding, uneven COE capacity, and problems with the Dashboard...

The Vision for County Offices of Education
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Summary
County offices of education (COEs) are expected to provide ongoing support to districts and other local education agencies to drive continuous improvement within California’s education system. Fulfilling this role has required COEs to carry out their historical role as compliance monitors while simultaneously developing the necessary mindsets, skills, and structures and process to build the capacity for continuous improvement within their own offices and the districts they serve. This policy brief highlights three major shifts identified by COE superintendents in partnership with California...
Survey Results
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In this brief we summarize findings from three surveys that sought to learn how county offices of education (COEs) are changing in response to the implementation of the Local Control Funding Formula (LCFF) and the Statewide System of Support (SSS). COEs have been assigned critically important responsibilities in the implementation of these initiatives, and our survey results suggest that most county superintendents are strongly supportive of the state’s new policy direction. They are increasingly aware of the scale of change that will have to occur to fully implement the LCFF and the SSS, both...
Lessons from the CORE Districts
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Summary
Continuous improvement has become a leading method of changing the way schools and districts foster better student learning and success. As part of the CORE-PACE Research Partnership, PACE spent a year studying the CORE Districts’ approach to implementing continuous improvement with a focus on two key questions: 1) What do we know about how to support educators in learning continuous improvement? 2) What conditions support continuous improvement in districts and schools? The findings are presented in a report that provides an overview of lessons learned in building a successful continuous...
Evidence to Inform Policy
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Governor Newsom’s first Budget Proposal increases funding for education in California. There are areas of substantive overlap in the Budget Proposal and research findings from the Getting Down to Facts II (GDTFII) research project, released in September 2018, which built an evidence base on the current status of California education and implications for paths forward. As the Budget moves from proposal to reality, it is critical that the evidence from GDTFII continues to inform the policy process.

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California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school districts engaged in learning about improvement together, is an important testing ground to learn about what this work entails.
Learning from the CORE Data Collaborative
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Experts agree that effective data use is critical for continuous improvement. However, there is a lack of understanding statewide about how data use for continuous improvement, with its adaptive and iterative nature, differs from data use for other purposes. In this paper, the authors discuss what data are most useful to inform continuous improvement at all levels of the system and provide a case study of how the CORE data collaborative uses a multiple-measures approach to support decision-making. {"preview_thumbnail":"/sites/default/files/styles/video_embed_wysiwyg_preview/public/video...

Building System Capacity to Learn
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Creating continuously improving education systems could be the antidote to one-off education reforms that come and go with little to show for the effort. The strategy has been picking up steam in recent years, urged on by the federal Every Student Succeeds Act (ESSA); the California Department of Education; and the Bill & Melinda Gates Foundation, which recently announced that it is earmarking 60 percent of its $1.7 billion investment in education during the next five years to support school improvement networks. Continuous improvement in education evolved from decades of similar efforts in...

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Under emerging policy structures in California, the responsibility for school improvement is increasingly placed upon local school districts, with County Offices of Education (COEs) playing a critical support role. In this system, districts are responsible for school improvement, with counties in charge of ensuring quality across districts and providing feedback and support where necessary. Underlying this major policy shift is the idea that local leaders are in the best position to drive real educational improvement and ensure quality across multiple schools and contexts. While a continuous...

Early lessons from the CORE districts
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Summary
In California, recent policy shifts have created a high degree of local control with the expectation that school districts will think differently about school and district improvement. However, many districts lack the individual expertise and organizational capacity to support these changes at scale. In large part, this is due to a lack of a shared understanding of the routines, structures, and supports needed for school systems to develop and implement change ideas that dramatically improve student outcomes. In this policy report, we take a first step towards clarifying what continuous...