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.

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.

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.

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.

This study used data from California CORE Districts to explore whether changes in students' self-reported social-emotional learning (SEL) predicted changes in academic outcomes and attendance. The findings revealed that within-student changes in SEL were positively associated with improvements in English language arts (ELA) and math achievement, as well as attendance, and were consistent across various student subgroups.

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.

This baseline analysis examines the projected need for teachers in California based on student enrollment projections, expected rates of new teachers and teacher retirements. However, it does not take into account recent policy changes such as the budget's call for reductions in class size or the proposed changes to teacher credentialing requirements. These changes will impact the need for teachers in California. The analysis shows regional teacher shortages, which are expected to persist despite the new policies.

The 1995-96 California state budget increased K-12 education funding by $1 billion, but the additional funds were meant to be used for non-recurring expenses like deferred maintenance and facility upgrades. Lottery revenues were also intended for non-recurring expenses, but schools have come to rely on them for their core instructional program, despite decreasing revenues. This paper reviews the history of the California State Lottery as a funding source for schools and how non-recurring costs are interpreted in a system with shortfalls in core programs.

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.

The paper provides a synthesis of existing literature on school choice, with a focus on research that informs public policy development and evaluation. It presents information without taking a position for or against school choice and is intended for policymakers, parents, educators, and the public. The paper covers six sections, including types of school choice programs, efficacy, economic theories, private schools, public opinion, and unresolved research questions.

California saw renewed interest in the issue of education choice in the late 1980s, with 11 bills introduced in the 1989 legislative session. The primary reason for this is the reluctance to consider public aid to private schools. California State Superintendent Bill Honig proposed AB 2134, which would require parents to choose a public school each year. The politics of choice have changed, and low-cost proposals that don't promote alternative school sites have become popular. This paper analyzes the California bills and their implications for education choice in California.

California is at a critical juncture in education, needing up to 190,000 new teachers by 1991 and replacing 75% of the teaching force. Recommendations to improve teaching quality are proposed in this paper, focusing on changes in certification, professional training, and career structure. The state has the opportunity to ensure quality education for the 77 million students who will be taught by these new teachers.