remote access – Public Policy Institute of California

Students Prepare for AP Exams during COVID-19

In response to disruptions from COVID-19, the 2020 AP exams will be open book/open note format and taken online at home, according to the College Board. The new exams are scheduled May 11–22. At 45 minutes each, the exams will be much shorter and cover less material—focusing on content covered prior to March school closures.

An increasing number of colleges, including those in the University of California system, have affirmed they will award college credit for 2020 AP exams that score a 3, 4, or 5. While these changes give flexibility to students still hoping to earn college credits, all students may not benefit equally.

Nearly 380,000 students in California public schools took an AP exam in 2019, up 63% from a decade ago. Participation among Latino students grew from 16% in 2009 to 33% in 2019. However, participation by African American students plateaued in 2015.

For disadvantaged and vulnerable students, limited access to learning options at home may cause a dip in participation and performance. Nearly half of students from low-income families do not have broadband access at home; neither do a third of Latino or African American students. And broadband access remains problematic in rural areas, where 41% of school-aged children do not have access.

Students with special educational needs may face additional challenges. The pandemic and resulting school closures have had a disproportionate impact on this student population, with many losing access to special education support professionals and services.

Efforts to close these gaps are underway: the state Superintendent recently formed a new task force to close the digital divide, and the governor announced several cross-sector partnerships to support distance learning. The California School Board Association just announced its effort to push for a $2 billion broadband bond on the November ballot to address rural connectivity.

AP assessments begin in just a few weeks. The College Board has suggested that students without internet or a device contact them for assistance, but the scope of the organization’s ability to respond is untested. In addition, test preparation and participation may be difficult for students who are also caregivers at home and lack separate, quiet testing space.

It is unclear how many California students will take the 2020 AP exams, but they are still being encouraged to do so. In an April webinar, the College Board noted that 86% of AP teachers across the nation will still assign a letter grade to their courses during this school closure, with bonus points for completing an AP exam.

At 91%, the vast majority of AP enrollees still want to earn college credits. Schools and teachers across the state are helping students navigate the new system. As the state ramps up efforts to implement distance learning and maintain continuity of learning amid school closures, AP results should be closely monitored so that we understand the impact on socioeconomically disadvantaged students and special education students.

Coping with COVID-19 in California’s Cities

California’s cities have been at the forefront of bold actions to manage the coronavirus pandemic. We talked to Carolyn Coleman, executive director of the League of California Cities, about the big challenges that the pandemic is bringing to cities across the state.

PPIC: How are cities coping with this unprecedented crisis?

CAROLYN COLEMAN: Local government leaders are some of the most pragmatic people I know. This comes from being on the front lines and hearing from your constituents everywhere you go—grocery stores, parks, and churches. Local officials are problem solvers, and they signed on to help their residents have a better quality of life. They have approached this crisis with the same dedication and commitment to serve that they brought to dealing with past crises, like the recent wildfires.

Across California, city leaders have stepped up with tools like eviction moratoriums and measures to prevent utility shutoffs or price gouging to protect their residents. Several are creating funds that will provide short-term financial assistance to help keep their small businesses afloat.

City officials are also working with public health entities, hospitals, schools and faith-based organizations to make sure medicines and meals are delivered to vulnerable populations.

Cities have also been very nimble in adapting government business to a virtual model. Council meetings, town halls, and public hearings have moved online with virtual tools that ensure public engagement. They are also using websites, social media, and new technology platforms to engage with their residents and make sure they have needed information.

Early orders by California cities to stay at home or restrict gatherings are being credited with flattening the curve. There was some pushback when these orders were announced, but they’re saving lives here in California, and that started with local government leaders who were out in front of the crisis.

The economic disruption this crisis is having on families, businesses and governments is devastating. While saving lives, stay-at-home orders have led to business closures, furloughs, and layoffs, as well as decreases in tax revenues that local governments use to fund essential services like police, fire, and code enforcement. At the same time, cities are experiencing increased expenses because of COVID-19. We’ll be working closely with federal and state partners to fill revenue gaps so we can continue to provide the services our communities need right now.

PPIC: Are there particular needs in rural communities?

CC: For years, we’ve known that access to high-quality broadband is not as widely available as it should be in our rural communities. With schools closed and some health services moving online, this crisis is a wake-up call to get more broadband deployed across the state.

Rural communities also tend to have smaller budgets with fewer resources to respond to economic disruption caused by this crisis. As they navigate the shortfall in revenues and increase in expenses, their need for fiscal assistance from the state and federal governments could be proportionately as large as our biggest cities.

The federal Coronavirus Aid, Relief, and Economic Security (CARES) Act targets cities with more than 500,000 residents. Most of California’s 482 cities are smaller than that, and yet they may end up with needs that are proportionally as large as those of big cities. That’s why the League will continue to advocate for fiscal assistance for all of our cities, to ensure that none are left behind—during either the pandemic or the financial recovery from it.

PPIC: Talk about the ongoing housing shortages and homelessness in the context of this emergency.

CC: I applaud the governor and local leaders who in recent weeks have partnered closely to safely house more Californians. Every day we hear about cities opening new emergency shelters, putting out more handwashing stations, passing out hand sanitizer in homeless encampments, and taking other steps to protect public health. The governor is sending more trailers to cities for emergency housing, and housing construction is continuing—it’s an essential service. Pandemic or not, we all know we have to increase housing production so more of our families have places to live.

We’re also seeing some new ways to streamline the housing production process, which could become mainstream once the health crisis is over.

PPIC: What gives you hope during these challenging times?

CC: I’m heartened by the public leadership we’re seeing. Local leaders, and leaders at all levels of government, are stepping up to save lives. And the selflessness that surfaces in times like these is a reminder that we’re all connected. People rise.

Remote Learning for English Learners and Special Needs Students during COVID-19

[vc_row][vc_column][vc_column_text]For California’s most vulnerable students, including 1.2 million English Learners (EL) and over 700,000 students with special educational needs, remote learning in the wake of COVID-19 presents particular challenges. As districts across the state roll out distance learning plans to minimize disruption to K–12 students, educators must find alternate ways to meet all student needs.

English Learners and special education students typically require more in-person support, such as occupational and speech therapy, in their daily learning than students in general. Educators are struggling to devise and implement plans to address these requirements remotely. Access to internet and devices is one area of concern, but so is providing intensive learning experiences that can stand in for in-person services.

Most EL and special education students live in large urban areas with access to broadband, and school districts in these counties, such as in the Bay Area and coastal counties in Southern California, may be able to partner with philanthropy and technology providers to supplement households currently without broadband access. Rural areas, however, may not have the same supports.

In counties where broadband access is low—that is, over 18% of households with school-age children lack it—and where the share of EL or students with disabilities is high (over 26%), online learning is a hurdle. This includes Colusa, Yolo, Napa, San Joaquin, Stanislaus, Merced, Madera, Monterey, Kern, and Imperial, which together account for over 220,000 students who have special education needs or are English Learners.[/vc_column_text][/vc_column][/vc_row][vc_row max_width=”80″ visibility=”visible-desktop”][vc_column][vc_column_text][infogram id=”1p1qw10yewvk2dfmxmvky16prlb6pw1mvrm?live”][/vc_column_text][/vc_column][/vc_row][vc_row max_width=”80″ visibility=”visible-tablet-landscape”][vc_column][vc_column_text]

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[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]There are an additional 50,000 such students in counties where we cannot estimate the share of families without broadband, but where concentrations of EL or students with special needs are disproportionately high. In these rural counties—which include San Benito, Mono, Tulare, Modoc, and Yuba—educators must determine how to compensate for lack of internet while offering intensive, though not in-person, instruction.

And it isn’t just students tested by the move to online instruction. In a typical school year, only 67% of teachers received professional development in using computers for instruction. Most received less than eight hours of training.

To fill the gap, more districts are providing training on how to teach students remotely. Courses cover online tools such as Zoom, Google Classroom, Canvas, and Seesaw; how to monitor and assess student learning; and how to manage and cater to student needs in an online environment. The California Department of Education also provided resources and idea banks to help districts accommodate students with varying learning needs, with guidance on options for delivering individualized education.

California continues to provide funding to districts to implement distance learning, through the governor’s executive orders and recent legislation. While distance learning cannot replace in-person instruction and services, educators are exploring alternatives, from reading assignments over the telephone to moving speech and occupational therapy online. Districts are also discussing extending the school year as they work to provide effective and equitable learning to the state’s most vulnerable students.[/vc_column_text][/vc_column][/vc_row]