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The School of Business and Tourism is a Los Angeles high school redesigned as a community school using Linked Learning pathways, project-based learning, updated site roles, and a self-regulation space. Despite serving a higher-need population, the school outperformed the district on state assessments, offering a model for secondary school redesign.
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Before California simplified its rules, English learners had to pass a locally set "basic skills" test to reclassify as English-proficient—on top of meeting language proficiency benchmarks. A review of 76 districts found that these local rules varied widely, held back rural and middle-grade students, and had no clear effect on achievement.
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Arkansas is requiring all educator preparation programs (EPPs) to prepare candidates through a teacher residency by Spring 2027, prompting large-scale program redesign across the state. Case studies of two EPPs that undertook early residency redesign illuminate effective practices and challenges encountered, and the findings offer actionable lessons for high-quality residency implementation.
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Research confirms that principal turnover negatively impacts student achievement and teacher retention. A California-focused analysis of statewide data examines trends in principal preparation, experience, and distribution, identifying key school, district, and principal characteristics associated with turnover across the state.
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The United States persistently falls behind other countries in math achievement, and students are increasingly disengaged. As states adopt new instructional materials, supporting teachers in cultivating classroom environments is essential. This brief examines case studies of 10 middle school math teachers and the school- and district-level factors that enabled or impeded efforts.
Dion BurnsJennifer A. BlandJonathan KaplanPatrick M. Shields
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More than 1.5 million U.S. students experienced homelessness in 2023–24, yet federal McKinney-Vento funding, which provides housing and educational protections for people experiencing homelessness, has limited reach. Washington is among the few states that provide funding beyond McKinney-Vento. As a result, the state is seeing improved identification, school stability, and graduation rates.
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This brief from EdPrepLab describes how the University of South Carolina’s College of Education redesigned its teacher education core to create a more integrated preparation program grounded in the science of learning and development (SoLD) and informed by state-level educator workforce data.
Melanie Leung-GagnéLucy SorensenTara KiniSusan Kemper PatrickDesiree Carver-ThomasTiffany S. TanLinda Darling-HammondThomas M. SmithYiwang Li
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California's teacher shortage crisis has tripled the number of teachers practicing with substandard credentials since 2012–13, disproportionately impacting students of color and low-income communities. While recent state investments have increased well-prepared teachers significantly, many programs are sunsetting. Sustained, coordinated policy action is needed to stabilize the state’s workforce.
Susan Kemper PatrickTiffany S. TanJulie FitzCathy Yun
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California’s investment in teacher residencies has led to the recruitment and retention of a racially and ethnically diverse teacher workforce with higher passing rates on the state assessment and higher entry rates into the profession than other preparation pathways. Through residencies, candidates receive financial support and year-long guidance from a mentor in the classroom, while completing coursework.
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The brief from EdPrepLab describes how the Teaching Fellows program at Arizona State University (ASU) creates an accelerated pathway for paraeducators to earn a teaching degree and certification while continuing to work in schools.
