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"PACE is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, the University of California Davis, the University of California Los Angeles, and the University of California Berkeley. Founded in 1983, PACE bridges the gap between research, policy, and practice, working with scholars from California’s leading universities and with state and local decision makers to achieve improvement in performance and more equitable outcomes at all levels of California’s education system, from early childhood to postsecondary education and training."

"This brief examines how schools shape math course-taking among California high school students. It finds that 12th-grade math enrollment has declined in about two thirds of high schools in recent..."

"Global California 2030 has the bold aim of expanding multilingual education statewide. New evidence from a Los Angeles Unified School District study shows that dual language immersion (DLI) has positive outcomes for English learner students. DLI students attend school more often than comparable peers in English-only classrooms and reclassify as English proficient at similar rates. These findings can address parental concerns that DLI may delay English development and can boost enrollment in DLI programs. This new PACE commentary calls for California to make DLI central to strategies for supporting multilingual learners through strategic investment in expanding access, strengthening data systems and bilingual teacher pipelines, and communicating with families about positive outcomes."

"The COVID-19 pandemic disrupted schooling at an unprecedented scale. Widespread school closures reduced students’ access to in-person instructional routines, altered teacher–student interactions, increased students’ responsibility for managing their learning, and exacerbated stress and trauma—conditions that significantly influenced students’ social-emotional development. This commentary offers findings from CORE Districts’ large-scale longitudinal social-emotional learning (SEL) data. Students’ social-emotional competencies followed complicated developmental patterns rather than increasing steadily over time. The pandemic shifted many of those trajectories downward, especially for younger students—and students’ prepandemic competencies predicted the level of academic disruption they experienced. This disruption included changes in attendance, linking California’s high rates (20 percent) of chronic absenteeism—students missing 10 percent or more of the school year—to social-emotional competencies. Author Yang Caroline Wang suggests six considerations for California policymakers, including: prioritize the elementary-to-middle school transition; integrate SEL into core academic strategies; leverage the connection between attendance and SEL; and start longitudinal monitoring."

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