From the report: "A year of distance learning under COVID-19 has fueled growing concerns about the academic progress and social and emotional health of children. In particular, worries increased around how the pandemic has affected high-need and underserved students, including English Learners and children with disabilities, children in foster care and from low-income families. Distance learning has further revealed how unevenly educational resources are distributed-from access to internet and devices, to teacher instruction and parental involvement-a situation that may expand California’s longstanding racial and socioeconomic divides. We are seeing significant learning loss in both English language arts and math, with earlier grades most affected-and with Black students, low-income students, and English Learners falling behind more.

In this report, we share the results of our survey of California school districts and their approaches to student learning during the pandemic-whether in-person, hybrid, or virtual. We supplement these survey data with Learning Continuity and Attendance Plans (LCPs) from respondent districts and with a US Census survey of California households during the pandemic. In particular, our analyses explore how districts are serving high-need and underserved populations."