Linda Darling-HammondSoung BaeChanna Cook-HarveyLivia LamCharmaine MercerAnne PodolskyElizabeth Leisy Stosich
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This report provides critical information about the requirements and opportunities under the new federal education law, the Every Student Succeeds Act. Drawing on promising examples from several states, as well as from New York City and Alberta, Canada, the authors offer alternative approaches to developing, presenting, and using a multiple-measure accountability system.
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During 2015, a group of diverse states began to work together to redesign their accountability systems so as to better support school improvement and students’ acquisition of deeper learning skills to ensure all students are college, career, and life ready upon graduation. This report documents the progress made by 10 states to transform their systems of accountability to support more meaningful learning opportunities for all students.
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The new Every Student Succeeds Act offers states flexibility to create new approaches to school accountability and to design appropriate interventions for schools in need of assistance. This brief provides an overview of four commonly used interventions that, when well implemented, have been shown to increase opportunities and improve performance, particularly for historically underserved students. It also identifies the conditions under which they have been effective.
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The Learning Policy Institute was named as one of 12 organizations nationwide to receive a grant award from the Assessment for Learning Project to fundamentally rethink the role of assessments in advancing student learning and improving our k-12 education system.
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A quarter-century ago, Newark and nearby Union City epitomized the failure of American urban school systems. Students, mostly poor minority and immigrant children, performed abysmally. Graduation rates were low. Plagued by corruption and cronyism, both districts had a revolving door of superintendents. Today, Union City, which opted for homegrown gradualism, is regarded as a poster child for good urban education. Newark, despite huge infusions of money and outside talent, has struggled by comparison.
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Renewing the Elementary and Secondary Education Act was once considered a long shot, but in December 2015, the bipartisan Every Student Succeeds Act (ESSA) was signed into law. Will federal regulators encourage states to take advantage of the new flexibility provided by ESSA to move teaching and learning purposefully into the 21st century? And will states assure these opportunities are made available to all students, rather than an elite few?
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By Linda Darling-Hammond and Patricia Gandara | How we can create 21st century learning opportunities for all students? In this op-ed, authors argue that a wide range of structural inequalities contribute to ongoing learning and achievement gaps. They identify three high-leverage policy areas to promote equity and deeper learning: adequate and flexible K-12 funding based on pupil needs, educator standards that focus preparation programs on deeper learning, and more supports and fewer constraints to enable innovative instruction and assessment.
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By Linda Darling-Hammond and Paul T. Hill | Last month, a highly polarized debate waylaid a House vote on the federal government’s most important education legislation: the LBJ-era Elementary and Secondary Education Act (ESEA). Known since 2002 as No Child Left Behind (NCLB), it provides more than $13 billion annually to support education for disadvantaged children. Last summer, we were part of two distinct groups of scholars and policy experts that met separately to rethink educational accountability—both motivated by concerns that NCLB’s approach has increasingly undermined school improvement and equity.
LPI—in partnership with WestEd and the Friday Institute—has developed a series of research reports, associated briefs, and an overall Action Plan to provide a research base to inform North Carolina policy reform.
Following a major court decision requiring more adequate and equitable school funding in New Mexico, the Learning Policy Institute conducted research to support the development of a new, equitable and high-quality system of education.
