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The Every Student Succeeds Act (ESSA) provides an opportunity for states to include measures of students social, emotional, and academic development when assessing outcomes. This brief offers recommendations for ways state agencies can encourage social and emotional learning in schools to support the whole child, through their systems of accountability and continuous improvement under ESSA.
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Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This report, which synthesizes findings from 143 rigorous research studies, finds community schools can improve outcomes for all students, and especially those facing lack of access to high-quality schools and out-of-school barriers to learning.
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Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This brief and related report synthesizes findings from 143 rigorous research studies and finds that community schools can improve outcomes for all students, especially those facing lack of access to high-quality schools and out-of-school barriers to learning.
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Growing economic and racial inequality are impacting many children’s health and welfare, as well as educational and life success. To address these inequalities, policymakers increasingly look to community schools as an effective approach for supporting students and their families in neighborhoods facing concentrated poverty. A new study from the Learning Policy Institute finds that, when implemented well, these schools help students overcome such challenges, improving their educational outcomes by removing out-of-school barriers to learning.
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In this re-posting of a Q&A first published as part of the Hunt Institute’s blog, The Intersection, LPI President Dr. Linda Darling-Hammond describes the opportunity ESSA presents to advance educational equity in our nation’s schools and offers examples of how states are capitalizing on ESSA requirements to address longstanding disparities and better support marginalized youth.
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The Every Student Succeeds Act (ESSA) requires states to include at least one measure of school quality and student success in their accountability and improvement systems. In response, states are including measures related to social emotional learning (SEL), from chronic absenteeism to school climate surveys. This blog explores strategies for understanding and supporting SEL in schools and districts.
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In addition to providing students and families with much-needed services and supports, well-implemented community schools can be a successful strategy for whole-school transformation. That's the finding of a recently released brief, Community Schools: An Evidence-Based Strategy for Equitable School Improvement, published jointly by the Learning Policy Institute and the National Education Policy Center. This LPI Blog post features a Q&A with the study authors, who detail their approach and findings, describe the four interdependent features of community schools, and discuss how well-implemented community schools can be used as a targeted and comprehensive intervention for school improvement under ESSA.
Linda Darling-HammondJessica CardichonHanna Melnick
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Under the Every Student Succeeds Act, states are using a new approach to accountability based on multiple indicators of educational opportunity and performance and can decide how to use these measures to identify schools for intervention and support and to encourage systems of continuous improvement. The decision rule approach can encourage greater attention to each of the measures, offer more transparency about how school performance factors into identification, and support more strategic interventions than those informed only by a single rating, ranking, or grade. This brief describes five options for using decision rules that are designed to meet ESSA’s requirements and support states' use of systems that encourage continuous improvement across all schools.
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Community schools can be a successful strategy for improving schools under the federal Every Student Succeeds Act (ESSA), according to a policy brief released by the National Education Policy Center and the Learning Policy Institute. The brief, Community Schools: An Evidence-Based Strategy for Equitable School Improvement, finds that community schools, an increasingly popular school improvement strategy, are strongly supported by research evidence, as required by ESSA.
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Community schools, which feature integrated student supports, expanded learning time, family and community engagement, and collaborative leadership, can be a successful strategy for improving schools under the Every Student Succeeds Act (ESSA). That’s the conclusion of this research review, based on an analysis of over 100 studies. This brief, published jointly by the Learning Policy Institute and the National Education Policy Center, discusses the four key features of community schools and offers guidance to support school, district, and state leaders as they consider or implement a community school intervention strategy in schools targeted for comprehensive support.
