Chronic absenteeism has soared in California and nationally in the wake of the COVID-19 pandemic, and addressing this extraordinary increase is crucial to helping students catch up academically. Using data available from the California Department of Education, this analysis examines trends in chronic absenteeism through school year 2022–23.3 Although rates of chronic absence have begun to decrease, they remain alarmingly high. Ensuring equitable opportunities to learn will require ongoing attention and action, including taking into account these seven key facts.

A healing-centered community school approach prioritizes students' physiological and safety needs to support their cognitive development. Complementary investments in policy, funding, and resources across education, health, and community development are necessary to sustain this approach. This guidance aims to help policymakers and educators use state and federal recovery resources to address immediate student needs and advance equity through sustainable systems and practices.

Growing inequities and lessons learned during the COVID-19 pandemic together with billions of dollars in new funding present an opportunity to make substantial changes to K–12 education to better serve all students in California. In May 2021, PACE and USC Rossier School of Education fielded our annual poll of California voters, which sought to gain clarity about voters’ priorities on public education issues during this period in which Californians are beginning to look towards a postpandemic future. The following are 10 key findings from the poll.

The CORE Districts in California conducted a survey to measure K-12 students’ social-emotional well-being during the pandemic. Results indicate that students’ personal and interpersonal well-being rated lower than their learning environments. Interpersonal well-being was most correlated with academic achievement. Home/online learning environment improved, but Grades 5-12 students reported not liking school as much in winter 2020-21. Stakeholders should focus on meeting the pressing needs of each group of students.

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.

The partnership between schools and expanded learning programs is crucial to build equitable support systems for children and their families. California's school reopening guidance encourages coordination between these entities to meet the students' needs during the pandemic. This brief provides key principles for building successful partnerships informed by insights from California leaders and practitioners. It is part of a series on how expanded learning programs can support students during pandemic recovery.

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.

This brief provides questions for parents, educators, and the public to consider when deciding whether to reopen schools or support remote learning during the COVID-19 pandemic. Education and health policy experts summarize what is known in these areas and provide a set of questions to encourage safe, effective, and equitable teaching and learning during every phase of pandemic schooling.

Governor Newsom announced that rising COVID-19 infections would require remote learning for K-12 schools in California counties. However, without quality remote education at scale, up to 1.1 million students could fail to graduate high school, affecting low-income, Black, and Latinx students the most. California's leaders must prioritize equity, strengthen teaching and learning requirements, and ensure adequate monitoring, support, and resources with deep attention to equity to avoid further differences in opportunity and achievement among districts and students.

This article provides 10 recommendations based on the PACE report to help educators and district leaders provide high-quality instruction through distance and blended learning models in the 2020-21 school year. Despite the challenges of COVID-19, research can guide decisions about student learning and engagement. These recommendations can be used as a framework to prioritize quality instruction.

Over 725,000 California K-12 students received special education services in 2018-19, but the system is not always equipped to serve them. Early screening, identification, and intervention, as well as better transitions, educator support, and mental/physical health services, need improvement. A Multi-Tiered System of Supports (MTSS) framework in schools could address SWDs' needs, but it requires additional resources and policy support to improve educator capacity and collaboration between agencies while systematizing data on SWDs.

This report discusses the validity and reliability of CORE Districts’ social-emotional learning (SEL) student-report surveys. Through a pragmatic approach, the report answers four guiding questions that explain different facets of validity for school leaders. The aim is to provide guidance around the use of SEL surveys within and outside of the CORE districts to facilitate decision-making for educational leaders.

This study explores ten "outlier schools" in California's CORE districts that have strong social-emotional learning outcomes. The brief and infographic summarize the various practices found in these schools and the common implementation challenges faced. The findings offer lessons that can help other schools and districts implement social-emotional learning at scale.