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Researchers examine the success of the Internationals Network for Public Schools and seek to identify how these schools are able to greatly increase the number of recent immigrant English learners who stay in high school, graduate, and attend and complete college.
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This study examines four U.S. schools—Hillsdale High School, International High School, Pagosa Springs Elementary School, and Santa Monica Alternative School House—that organize teachers’ time to encourage collaboration that enhances efforts to enrich teaching and learning.
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Researchers examine how one school in Singapore organizes and allocates students’ and teachers’ time within the school day, showing how an intentional use of time can contribute to students’ growth and development and bolster teachers’ capacity to support their students.
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Rather than preparing for tests, students at Alice Birney are deeply involved in expressive arts that focus on their social, emotional, physical, and artistic development. This study provides insight into how to create space in public schools for broader definitions of education.
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In 2015, California allocated $490 million to professional learning systems statewide, for districts to improve their overall professional capacity, especially the competence of teachers and principals within their school systems. This report is intended to help districts think through strategies to support all the allowable uses of funds and discusses how districts can approach professional learning in their implementation of state academic standards.
MarYam G. HamedaniXinhua ZhengLinda Darling-Hammond
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To understand what effective social and emotional learning practice looks like at the high school level, this study examines implementation and student outcomes at three schools across the country: Fenway High School, El Puente Academy for Peace and Justice, and International School of the Americas.
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A cross-case analysis of four California schools—Life Academy of Health and Bioscience, Impact Academy of Arts and Technology, Dozier-Libbey Medical High School, and City Arts and Technology High School—demonstrates the policies needed for student-centered learning, as well as this approach’s positive impacts.
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This in-depth study of four elementary schools achieving strong educational outcomes with students of color from low-income backgrounds explores common characteristics and implications for creating systems that support the learning of all students.
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This cross-case analysis examines how the California Linked Learning District Initiative has played out in the Pasadena, Porterville, and Sacramento school districts. It synthesizes lessons that cut across these districts, including insights drawn from the experiences of their leaders.
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Researchers take a longitudinal look at 45 new small schools in operation in Oakland, California, including an analysis of six in-depth case studies. The report offers insight into how well small schools perform over time and policy strategies that can build on current successes and address needs.
