Completing the A–G course sequence is the standard pathway to college for CA high school graduates; however, findings indicate substantial variation in A–G enrollment and completion rates across student subgroups and schools. This brief describes the distribution in access to and success in A–G courses as well as strategies local leaders could consider to increase these rates among the students they serve. Drawing on case studies of nine public school districts with exemplary A–G completion rates, we highlight best practices to broaden A–G access for students and ease barriers to completion.

This study of seven California school districts during the COVID-19 pandemic shows how districts responded in real-time to the crisis and structural racism. Districts showed resourcefulness, collaboration, and commitment to serving students and communities. However, challenges remain, including declining enrollment, staffing shortages, and polarized communities, with school boards at the center of broader political debates.

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.

This brief was developed by California-based family and student engagement organizations, associations representing educators and system leaders, research institutes, and civil rights and equity groups. The recommendations arise from the evidence that has collectively emerged from focus groups with educators, parents, and students; polls and surveys of stakeholders; a deep review of the literature; and original research conducted on COVID-19’s impact on schools and students.

California schools' funding had improved, but still fell short of what is necessary to meet the state's goals. Now, schools face three major challenges: declines in student achievement and social-emotional well-being due to COVID-19, increased costs associated with distance learning and school reconfiguration, and the need to tighten budgets. Securing necessary funding will require an enormous and sustained effort from many stakeholders to improve schools and student outcomes and strengthen the economic and social outlook for future generations.

The brief summarizes the PACE report "Enabling Conditions and Capacities for Continuous Improvement," which provides a framework for supporting teaching and learning during the COVID-19 pandemic. The framework emphasizes the importance of rapid cycles of improvement and the enabling organizational conditions for continuous improvement, including shared purpose, mutual trust, and resources for collaborative work. Examples of this approach in practice can be found in a related PACE brief "Ayer Elementary School's Resilient Conditions for Improvement: Pivoting Amid COVID-19."

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.

The Learning Policy Institute analyzed the special education teacher workforce in California and found a severe teacher shortage that could harm students with disabilities who need expert teachers the most. The report identifies the causes of the shortage and potential reasons for teacher attrition. Evidence-based policy strategies are suggested to address the issue.