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Blog

Leveraging Social and Emotional Learning to Support Adults in the Time of COVID-19

Justina Schlund

May 27 2020
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Adults—including teachers, principals, and family members—play important roles in supporting children’s social and emotional development. But to create the relationships and learning environments that promote students’ SEL, adults themselves need to feel empowered, supported, and valued. This is especially true in the post COVID-19 world, given the disruption to lives and routines caused by the pandemic.

Topics Deeper Learning, Deeper Learning: School Organization & Design
Blog

Healthy Child Development Depends on Quality Child Care—And So Does the Economy

Hanna Melnick

May 21 2020
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The COVID-19 pandemic has forced childcare and preschool providers around the country to temporarily close their doors and financial burdens may force thousands of centers to shut down permanently. This could lead to the loss of as many as 450,000 child care slots, jeopardize efforts to reopen the economy, and undermine the development of our youngest learners.

Topics Early Childhood Learning, Equitable Resources and Access
Webinar

Webinar: Supporting the Whole Child During COVOD-19 Restart & Recovery

May 19 2020
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Join the Council of Chief State School Officers (CCSSO) & LPI for a webinar with CCSSO Executive Director Carissa Moffat Miller, Linda Darling-Hammond, and several state education leaders to discuss how state chiefs are using the science of learning and development to inform restart and recovery plans to support student well-being and learning. Register >>

Topic Deeper Learning
Blog

Leveraging Social and Emotional Learning to Support Students and Families in the Time of COVID-19

Justina Schlund,

Roger P. Weissberg

May 19 2020
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School systems have implemented a variety of practices to support students and families during the COVID-19 pandemic and resulting disruption to traditional schooling. These include developmentally appropriate strategies for understanding and regulating emotions and practicing self-care, guiding families on how to create supportive home environments, and fostering an overarching commitment to creating connectedness across physical distance.

Topics Deeper Learning, Deeper Learning: School Organization & Design
Brief

Reopening Schools in the Context of COVID-19: Health and Safety Guidelines From Other Countries

Hanna Melnick,

Linda Darling-Hammond,

Melanie Leung,

Cathy Yun,

Abby Schachner,

Sara Plasencia ,

Naomi Ondrasek

May 15 2020
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Schools across the United States canceled in-person classes beginning in March 2020 to contain the spread of the COVID-19 pandemic. In many states and districts, school buildings are closed for the duration of the school year. Policymakers and school leaders are making plans to reopen schools for the next academic year, and some are preparing to do so sooner. To reopen schools safely, state and district leaders will need to address several important health considerations.

Topic Equitable Resources and Access
Brief

Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done

Stephanie Levin,

Caitlin Scott,

Man Yang,

Melanie Leung,

Kathryn Bradley

May 14 2020
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While teacher shortages are an increasingly critical issue in the United States, a lesser known but equally important shortage is also hampering the country’s efforts to provide quality educational opportunities for students — principal shortages. Nearly one in five principals leave their schools each year and the average tenure of a principal is only about four years.

Topics Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention, Deeper Learning
Report

Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done

Stephanie Levin,

Caitlin Scott,

Man Yang,

Melanie Leung,

Kathryn Bradley

May 14 2020
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With nearly 1 in 5 principals leaving their schools each year, turnover is high and concerning. A new report and brief by LPI and the National Association of Secondary School Principals look at the causes, impacts, and strategies for principal retention.

Topics Educator Quality, Educator Quality: Professional Learning, Deeper Learning
Blog

Using End-of-Year Assessments for Learning, Reflection, and Celebration

Monica Martinez

May 14 2020
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All students benefit from opportunities to reflect on their learning and work. Around the country, schools are adopting portfolios, showcases, and other forms of performance assessment to help students build essential metacognitive skills. Given the disruption caused by COVID-19, these strategies can also be an effective way to bring closure and add meaning to a tumultuous school year.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Blog

Community-Based Learning in the Time of COVID-19

Karen Hunter Quartz ,

Marisa Saunders

May 14 2020
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Community schools create opportunities for engaged and rigorous learning rooted in the assets and needs of students, families, and the larger community. As COVID-19 forced schools to close and shift to distance learning, teachers at two Los Angeles community schools adapted and created community-based learning projects that address issues currently affecting students’ lives.

Topic Deeper Learning
Blog

What Will It Take to Stabilize Schools in the Time of COVID-19?

Michael Griffith

May 07 2020
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The pandemic and resulting school closures have made clear the essential role schools play in the lives of students, families, and communities. Besides their core role of advancing learning, they have fed millions of children and families, provided computers and connectivity to those without, and—in many cases—enabled child care for essential workers. Pandemic-related state budget cuts will make federal stimulus funds critical to ensuring that school systems can continue to fill these vital functions.

Topics Equitable Resources and Access, Deeper Learning

Pages

Report

California’s Special Education Teacher Shortage

Feb 18 2020

A severe special education teacher shortage threatens the ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. LPI researchers review the factors contributing to special education teacher turnover and provide evidence-based policy strategies aimed at resolving the shortage.

Report

Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers

Feb 12 2020

Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience.

Report

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

Dec 10 2019

The first years of a child’s life provide a foundation for long-term health and well-being. As states consider policy proposals to update credential or degree requirements for early childhood educators, they can look to promising programs and state policies that recruit and prepare diverse cohorts of educators to teach in early childhood education programs. This report includes case studies of distinct approaches offering innovative, affordable pathways to preparation for diverse candidates.

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