To achieve our mission of connecting policies and practices to high-quality research, the Learning Policy Institute:
Conducts and supports policy-relevant research. This includes conducting original studies to inform short- and long-term policy solutions; synthesizing and translating existing research; commissioning new research in high-need areas; analyzing policies, practices, and/or data sets; and performing rapid-response research addressing the pressing issues of the day.
Marshals and disseminates research and evidence in a manner accessible to policymakers and thought leaders. To this end, LPI produces policy-relevant materials that make issues clear for the general public and policymakers, including policy briefs, reports, surveys, blogs, and op-eds on specific topics.
Brings evidence to bear in policy arenas at the federal, state, and local levels. LPI responds to the needs and questions of policymakers and government organizations and hosts policy briefings, seminars, and other convenings with thought leaders and policymakers in state capitals and in Washington, DC. These highlight recent studies, take up current issues, and respond to pressing policy questions.
Make evidence available and accessible to all those working to build a stronger education system. Specifically, LPI works with mission-aligned individuals and organizations to ensure that they have access to research and policy ideas that will support and encourage evidence-based policy solutions. Additionally, LPI communicates ideas and information via print, radio, television, and electronic media—highlighting the implications for evidence-based policies.
Many states, districts, and schools are seeking to expand instruction to support higher-order thinking skills and are developing authentic performance assessments that measure student mastery on a deeper level.
Effective school design can support the whole child by providing high-quality academic learning, promoting strong interpersonal relationships, and offering authentic and culturally sustaining instruction.
The COVID-19 crisis upended schools and widened gaping inequities within the American education system, but research shows how to move forward and create safe learning environments that help students thrive.
Curriculum, instruction, and assessment focused on deeper learning develop students’ abilities to think critically and solve complex problems, communicate effectively, work collaboratively, and learn independently.
Students need to develop social, emotional, and academic competencies to succeed in life. School programs that foster social and emotional learning are associated with positive outcomes for attitudes, achievement, and educational attainment.
Growing research demonstrates the benefits for all students of teachers of color. Evidence also points to promising practices to help teachers of color overcome the unique barriers they face and expand diversity in the teaching workforce.
Schools need diverse, well-prepared educators. A high-quality educator workforce requires investments in teacher preparation and learning, policies to increase recruitment and retention, and strategies to sustain educator capacity to create and innovate.
A whole child education prioritizes the full scope of a child’s developmental needs, creating safe learning environments and rich learning experiences to ensure every child reaches their full potential.