Supporting Students During COVID-19
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In the wake of COVID-19, the California legislature mandated that local educational agencies (LEAs) develop detailed Learning Continuity and Attendance Plans (LCPs) to address student learning and progress during the 2020–21 academic year. This brief summarizes results of an analysis of nearly 1,000 LCPs from public school districts across the state to understand how they intended to support students in critical areas like instruction, technology, assessment, attendance, and well-being. Overall, districts planned to provide technology, assess student learning, employ tiered levels of support...
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Summary

We use data from oral reading fluency (ORF) assessments to examine COVID-19’s effects on children’s ORF in over 100 U.S. school districts. Students’ development of ORF largely stopped in spring 2020 following the onset of the COVID-19 pandemic. In fall 2020, students’ gains in reading were stronger and similar to prepandemic rates. However, fall gains were insufficient to recoup spring losses; overall, students’ ORF in second and third grade is approximately 30 percent behind expectations. We also observe inequitable impact: students at lower achieving schools are falling farther behind and 10...

Lessons for COVID-19
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In March 2020, most schools in the U.S. transitioned to distance learning. During the transition a significant number of students did not fully engage in learning opportunities. This brief uses administrative panel data from the CORE Districts in California to approximate the impact of the pandemic by analyzing how absenteeism has affected student outcomes in the recent past. We show wide variation in absenteeism impacts on academic and social-emotional outcomes by grade and subgroup, as well as the cumulative effect of different degrees of absence. Student outcomes generally suffer more from...
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Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels—as well as student achievement gains—but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes. We use data from the California CORE Districts to examine whether changes in individual students’ reports of their social-emotional skills from one school year to the next predict changes in state math and English language arts (ELA) test scores and attendance...
Publication authors
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This paper is a baseline analysis of how many teachers will be needed in California over the next 10 years. By baseline analysis, we mean that the authors have taken data on student enrollment projections and looked at several variables that affect the number of teachers available in the years to come. These variables include the expected rate at which new teachers come into the profession and the rate at which teachers retire. Both of these variables are difficult to estimate. The baseline analysis that is presented does not try to include several critical events that have occurred in recent...
Publication authors
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Summary
The 1995–96 California state budget allocated an additional $1 billion to K–12 education over the previous budget year. While the funding increase was welcomed by educators across the state, the additional funds were not part of any effort to restructure school finance policy in the state. Rather, two-thirds of these additional funds were designed to be used to offset non-recurring expenses, of which the schools have many. Deferred maintenance, library materials, technology improvements, and facility upgrades were among the categories of spending to which schools could dedicate these new...
Publication authors
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This report is a review of the data currently gathered and disseminated on the state level for K–12 public schools in California. It is one of four reports which together comprise the Poverty and Race Research Action Council's state data reconnaissance project, coordinated by the California Budget Project. This report is designed as a data guide for researchers and policymakers regarding the kind and quality of education data available. The education portion of the report was gathered by PACE. The catalogue section of this report outlines state level data: raw data sets and published reports...
Publication author
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The purpose of this paper is to provide a synthesis of the research and analysis that exists in the literature about school choice. The primary focus of the paper is on research which has implications for the development and evaluation of public policy regarding school choice. This paper neither promotes nor discourages the provision of school choice, but rather provides information designed to assist policymakers, parents, educators, and interested members of the public with an objective source of information. The paper concludes with a summary of research questions about school choice which...
A PACE Working Paper
Publication author
Published
Summary
The issue of choice in education has been prevalent for many years, but recently has become a topic of renewed interest in California. Eleven choice bills, which would allow parents to select, under varying guidelines, their children's schools, were introduced in the 1989 legislative session. All were held over to 1990 for further study. What has caused this upsurge of interest in choice? There are several reasons, but perhaps primary among them has been the political consensus not to consider seriously public aid to private schools. Vouchers or tuition tax credits have been defeated at the...