Promotional graphic for the “Advancing in Math Through Dual Enrollment” panel discussion at Just Equations' annual conference, The Mathematics of Opportunity: Meeting the Moment. Panelists include Lya Snell, Mike Spencer, and Aurely Garcia Tulloch. The session will be moderated by Naomi Castro.

Join us on April 15 at #TMO26 for a deep-dive session about how #dualenrollment #mathematics can improve postsecondary outcomes.

This session is cosponsored by Career Ladders Project, EdTrust-West, and @edpolicyinca.org.

Register now: bit.ly/tmo-2026-register

#EDUSky #MathEducation #HigherEd

(4) This elevated disciplinary risk is consistent across subgroups (gender, race/ethnicity, grade level), indicating that it is not linked to any demographic but rather is broadly shared by all students in foster care. (5/5)

(3) Overall, youth in foster care face increased rates of out-of-school suspension; this elevated disciplinary risk is highest when students enter foster care. (4/5)

(2) The effects of transitioning into and out of foster care on chronic school absence are strongest for students in the elementary and middle grades. (3/5)

Findings: (1) Overall, students’ absences decrease when they enter foster care status, but absences increase when students exit care, or are no longer classified as “foster youth.” (2/5)

A new PACE policy brief by Kevin A. Gee, S. Colby Woods, and Michael A. Gottfried examines the effects of transitioning into and out of foster care on students’ school absences and the discipline they received in 4 California school districts. edpolicyinca.org/publications... (1/5)

Policy recommendations: eliminate the basic skills criterion, reform accountability systems, and reduce districts’ administrative burden by providing clearer guidance and streamlining data systems. (5/5)

Study districts aligned leader mindsets, streamlined processes, and broadened pathways to reclassification, leading to increased reclassification rates and reduced disparities. (4/5)

Administrative hurdles—delayed test results, fragmented data systems, and sequential processing—also hinder reclassification, especially at the Grade 8–9 transition. (3/5)

The main barrier is the basic skills criterion, which is subject to local interpretation and implementation, producing unequal outcomes across school districts. (2/5)

New report from PACE by Diana Mercado-Garcia, Amy Gerstein, Laurel Sipes, Sebastian Castrechini, and Guillermo Solano-Flores examines how California’s complex reclassification system creates barriers for students exiting English learner status. edpolicyinca.org/publications... (1/5)

Early lessons identified in the case study for improving intersegmental partnerships include: (1) allow time for planning and support, (2) remain flexible to unexpected changes, (3) and build relationships through in-person meetings. (3/3)

The authors examine UC Davis’s activities as a Collaborative partner through the lens of a collective impact framework to identify support for aligning regional goals, sharing data, coordinating activities, building relationships, and maintaining the partnership. (2/3)

New PACE brief by Alexandria Hurtt, Sherrie Reed, & Casey Duyan presents a case study of @ucdavis.bsky.social’s role as a Regional K–16 Education Collaborative partner in three California regions, considering critical components of intersegmental partnerships. edpolicyinca.org/publications... (1/3)

Are California students ready for UC admissions? Here’s how every public high school scores Bay Area counties have higher completion rates for UC and CSU admissions requirements than the rest of California. Here’s where every public high school stands.

PACE Faculty Director Michal Kurlaender on expanding access and support to increase students completing A–G courses required for UC and CSU admission: “A certain bar of reading, writing and mathematical ability is good no matter what career field you go into.” www.sfchronicle.com/college-admi...

California invested billions into a new grade for 4-year-olds — without a plan to evaluate it Experts say California isn't studying its own transitional kindergarten program, despite research that has shown a public preschool program doesn’t guarantee better outcomes.

PACE's @agallagheredpolicy.bsky.social: “You could launch a very high quality study at a tiny percentage of total funding for CA's TK program, that would help people figure out what we are actually offering our families, and how to improve it—that seems really important.” laist.com/news/educati...

While the numbers continue to move in the right direction overall, the slower rate of progress in 2024–25 reveals the need for a still more intentional data-informed approach to addressing barriers that keep students from showing up to class. (10/10)

8. While chronic absence is a major challenge across the state, bright spots can be found in every type of locale in California. (9/10)

7. Despite small decreases for most groups, chronic absence remains especially high among particular student groups. (8/10)

6. Chronic absence is highest in kindergarten and in high school, which has potential longer-term effects on learning and graduation rates. (7/10)

5. By percentage, high and extreme chronic absence is more prevalent in secondary schools. (6/10)

4. By count, the largest number of schools (2,350 in total) with high and extreme chronic absence served elementary students. (5/10)

3. Chronic absence is most pervasive in the highest poverty schools, where its consequences are also most severe. (4/10)

2. Nearly half of California schools have high or extreme levels of chronic absence—more than double the prepandemic rate. (3/10)

1. Chronic absence rates remain alarmingly high—far above prepandemic levels—and the rate of decline is slowing. (2/10)

NEW PACE infographic by Hedy Chang of Attendance Works and Belen Chavez at PACE examines trends in California chronic absence through 2024–25. Eight key facts are a call to action for sustained and increased attention to student attendance and engagement. edpolicyinca.org/publications... (1/10)

TODAY 2/24 | PACE Webinar | 1:30–2:30 PT | How California reclassifies English Learners—and why it matters. Featuring Diana Mercado-Garcia @CAEdPartners.bsky.social, Molly Faulkner-Bond @WestEd.org, and Ilana Umansky @UOEducation.bsky.social. Registration still free, open now! bit.ly/pace-ca-el-w...

The bottom line: Sustained, capacity-building support and a proactive, systemwide approach are essential for achieving meaningful gains in inclusive education. (6/6)

Four district strategies to advance inclusive education are structural redesign (like master scheduling), leadership modeling, data-driven planning, and cross-role collaboration; state policy actions can reinforce these. (5/6)

(3) SIP participation is linked to faster growth in least restrictive environment (LRE) indicators, outpacing state and national trends, especially in districts with the lowest starting rates. (4/6)