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

Blog

Communicating the “Learning” in Social-Emotional Learning

Polarizing and inaccurate framing of social and emotional learning (SEL) has caused concern for some parents. The authors examine a Fordham survey that sheds light on why and discuss how to help parents understand that SEL and academics are inextricably connected and not an either/or choice.

Webinar

Webinar: Building the ECE and TK Workforce Through Teacher Residencies

Dec 2, 2021 | California has made historic changes to its early learning policy with its commitment to expand transitional kindergarten (TK) to all 4-year-olds in the state by 2025-26, but the expansion will require as many as 11,000 new lead teachers. This webinar will examine the important role that teacher residencies can play in expanding a well-prepared TK workforce.

Webinar

Webinar: From Evidence to Improved Student Outcomes

Dec 7, 2021 | Making timely, effective connections between research, policy, and practice can be a difficult task for researchers, policymakers, and educators alike. This webinar brings together leaders in education to discuss the challenges and opportunities to put evidence into practice to improve outcomes for children and students—including showcasing models being developed in California.

Brief

Building a Positive School Climate Through Restorative Practices

The science of learning shows that addressing student behavior with restorative practices rather than zero-tolerance discipline is essential for students’ healthy development and academic success. Using examples from districts across the country, LPI researchers discuss key lessons on what is needed to successfully implement restorative approaches to create safe, inclusive schools that promote well-being and connectedness.

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.

https://learningpolicyinstitute.org/topic/early-childhood-learning

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

https://learningpolicyinstitute.org/topic/deeper-learning

Educator Quality 

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

https://learningpolicyinstitute.org/topic/educator-quality

Equitable Resources and Access 

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.

https://learningpolicyinstitute.org/topic/equitable-resources-and-access

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.

https://learningpolicyinstitute.org/topic/accountability-and-improvement

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.

https://learningpolicyinstitute.org/in-the-news

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.

https://learningpolicyinstitute.org/products/all-publications

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.

https://learningpolicyinstitute.org/topic/essa

Report

Educating the Whole Child: Improving School Climate to Support Student Success

Sep 07 2018

Each year in the United States, 46 million children are exposed to violence, crime, abuse, homelessness, or food insecurity—experiences that can affect attention, learning, and behavior. This report looks at neuroscience, science of learning, and child development research on whole child approaches to education that improve learning for all students, especially those living with trauma.

Report

Design Principles for Schools: Putting the Science of Learning and Development Into Action

Jun 08 2021

Education aims to give every student opportunities to learn and thrive, but the outdated design of our schools contributes to widening inequalities. Science provides a clear path forward: students’ knowledge, skills, and well-being can be significantly influenced and improved by learning environments that use whole child design. Key design principles show how schools can utilize the science of learning and development to reshape systems, structures, and practices to improve student outcomes.

Group of adults and children smiling and seated in a circle.

Brief

California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education

Oct 22 2021

A historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver whole child education. Examining key elements of the new law, LPI and Opportunity Institute researchers lay out evidence-based principles of high-quality community schools implementation that are aligned with the science of learning and development and discuss the need for technical assistance.