In response to the COVID-19 pandemic, Congress allocated nearly $190 billion to support state and schools recover from the COVID-19 pandemic. Additionally, California allocated $40 billion in state funding, some of which is available through the 2027-28 school year. However, there has been little evidence on how districts are using those funding streams and whether those investments are effectively and equitably addressing the learning gaps that emerged during the pandemic.

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To address this critical gap, the American Institutes for Research (AIR), the California Department of Education (CDE), the University of California, Berkeley (UCB) and the University of California, San Diego (UCSD) formed a research-practice-partnership in September, 2022. The goal of this partnership is to perform a statewide scan of education recovery activities and identify effective strategies to support an equitable education recovery. It involves more than 30 researchers, policymakers, and practitioners, and has led to positive changes by informing state policies. Within less than a year, we have released one policy report, one policy brief, five blog posts, one Op-Ed, and dozens of presentations and briefs with researchers, practitioners, and policymakers. 

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Our research indicates that districts are utilizing one-time funding for programs such as extending instructional time (e.g., summer school), increasing staff (e.g., hiring instructional supports), and providing learning supports (e.g., supplementary or new instructional materials). However, we identified a notable urban-rural divide, with rural communities less likely to implement most programs, potentially due to capacity constraints. We presented those key findings at the California Assembly Education Committee hearing in February, informing their decision-making around the design, modification, and continuation of state stimulus funding. 

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Our statewide data analysis also shows that stimulus spending and early reopening help mitigate pandemic-related learning disruptions. This has been a key question for policymakers, including the Legislative Analyst’s Office, the Governor’s Office, the State Board of Education, and the California Teachers Association. Our findings highlighted the urgency of continued state support to sustain local recovery efforts; they also help the state prepare for future pandemics and learning disruptions caused by natural disasters.

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At the local level, this partnership directly supports recovery efforts in nine diverse districts across California: Compton, Del Norte, Glendale, Kings Canyon, Lammersville, Lindsay, Milpitas, Poway, and Sweetwater. As part of our longitudinal case study, we partnered with these local leaders to highlight successes and challenges. We have facilitated peer-to-peer learning sessions so districts can exchange best practices on using Medi-Cal reimbursements to address mental health challenges; hosted roundtables with legislative staff from key education and budget committees to highlight the need for increased support for special education; and planned workshops with superintendents and state policymakers about stimulus spending. District superintendents raised the issue about administrative burdens associated with state stimulus programs. In response, we hosted another roundtable with key decision-makers and relayed this information to the relevant committees, which will hold a legislative hearing in the fall to address those burdens. 

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The partnership builds on a long-standing research-practice-partnership with the CDE. In the last 7 years, the partnership has studied the implementation of the Next Generation Science Standards, digital equity gaps in K-12 education, the impact of the COVID-19 pandemic on science education, and distance learning strategies. Our work has been referenced in legislative bills and analyses, three of which have been passed and signed into law. Notably, our previous research highlighted the urgency of investing in science education, contributing to the passage of $84 million in state funding to support STEM professional learning in schools. It also supported the inclusion of science in the California School Dashboard to prioritize science education. Our ongoing work, funded by a grant from the Institute of Education Sciences at the U.S. Department of Education, focuses on identifying effective strategies for education recovery and improving educational stability for foster youth students.