Welcome to Learning Policy Institute

The Learning Policy Institute conducts and communicates independent, high-quality research to improve education policy and practice. Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. Read More

Report

Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers

Research on early learning programs in the 1960s and 1970s revealed longlasting benefits, sparking investment in preschool programs. However, recent evaluations of two large preschool programs found mixed results, creating confusion for policymakers and advocates. This report reviews these two studies and others in depth, and finds that overall, the benefits of participation are typically substantial.

In the News

Linda Darling-Hammond Appointed to California State Board of Education

On February 12, 2019, California Governor Gavin Newsom announced the appointment of LPI President Linda Darling-Hammond to the California State Board of Education. In this statement, the LPI Board of Directors endorses the appointment and the governor’s commitment to ensuring education policy and practice are developed using rigorous research.

In the News

LPI Researchers Honored As “Outstanding Public Educators”

LPI Senior Fellow in Residence Jeannie Oakes and LPI Senior Research Fellow Henry Levin will be honored this Friday at AASA’s 2019 Horace Mann League awards. Oakes, who receives the Outstanding Public Educator award, is Presidential Professor Emeritus in Educational Equity at UCLA. Levin, who receives the Outstanding Friend of Public Education award, is Professor of Economics and Education at Teachers College, Columbia University.

Event

Bridging the Divide: School Integration Designs

Feb 28 2019

On February 28, 2019, the Learning Policy Institute will host a forum examining where we stand today with regard to realizing the promise of educational equity outlined in Brown v. Board of Education. The forum will feature experts who will share lessons learned from efforts to fulfill Brown’s promise and analyze approaches being taken to ensure that school system design helps prepare students to be effective participants in our diverse democracy.

View More Publications

Early Childhood Learning 

High-quality early learning provides young children, particularly those from low-income households, with the foundation that research shows improves academic success and provides long-term benefits.

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Deeper Learning 

The Learning Policy Institute explores three key components of deeper learning strategies: * Curriculum, Instruction, and Assessment * College, Career, and Civic Readiness * School Organization and Design

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Educator Quality 

We explore three key components of educator quality: * Evaluation and Career Development * Professional Learning * Recruitment and Retention

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Equitable Access and Resources 

Equitable distribution of financial and other critical resources, including access to high-quality educators, college-preparatory curriculum, and support services, creates the foundation necessary for every child to succeed.

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Accountability and Improvement 

Effective accountability systems ensure adequate and equitable resources and enable ongoing improvement. They do this by providing the information, capacity building, and support needed to identify strengths and challenges, and make necessary improvements.

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In the News 

Media outlets around the country turn to the Learning Policy Institute’s research and staff for evidenced-based insight into critical issues facing our schools and students.

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Publications 

The Learning Policy Institute publishes and widely disseminates its research and analysis to contribute to public knowledge and policy decision making. All LPI publications are subject to rigorous research standards and external peer review.

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Every Student Succeeds Act (ESSA) 

The Learning Policy Institute has produced an extensive collection of resources to inform and guide policymakers and stakeholders in the development of state ESSA plans.

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Report

The Promise of Performance Assessments: Innovations in High School Learning and Higher Education Admissions

Jan 18 2018

A new study looks at the use of performance assessments for both K-12 learning and college admission, placement and advising. The study is the first research produced through Reimagining College Access, a national initiative of the Learning Policy Institute and EducationCounsel that for the first time brings together k-12 and higher education policy and practice leaders to recognize and foster high-quality k–12 performance assessment systems.

Video

The Power of Performance Assessments: Oakland Unified’s Graduate Capstone Project

Oct 26 2017

In the Oakland Unified School District, a yearlong Graduate Capstone Project provides an opportunity for students to research, analyze, and become experts in a topic of their own choosing. LPI’s video shows how this complex project, which is used as a districtwide performance assessment, is building students’ ownership of their own learning and helping them develop and use critical thinking and communication skills.

Webinar

Webinar: Increasing Opportunities for Deeper Learning

Feb 15 2018, 3:00 PM EST

On February 15, LPI held the first webinar in a series that explores why deeper learning is crucial for students in today’s innovation economy and how we can achieve greater equity in access to deeper learning. This webinar addressed ways schools and school districts can improve academic achievement—particularly among students who are farthest from opportunity—through engaging students in learning that focuses on meaningful mastery of subjects, critical thinking, problem-solving, collaboration and other skills necessary for college, career, and civic participation in the 21st Century.