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Showing 1 - 10 of 410 resources

Issue

Tackling Teacher Shortages

Aug 01 2022
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As students, families, and educators gear up for school openings this fall, the country continues to face a staffing crisis in public schools. Long-standing teacher shortages, combined with COVID-19 impacts on staffing, are stretching schools to the breaking point. This collection of LPI research shares data on the problem and its impacts and policy solutions.

Topic Educator Quality
Report

Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings?

Joshua Sussman,

Hanna Melnick,

Emily Newton,

Kerry Kriener-Althen,

Karen Draney,

Peter Mangione,

Perman Gochyyev

Jul 27 2022
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Early learning has the potential to support children’s learning and development prior to kindergarten. This study investigates the relationship between preschool quality in California and children’s learning and development. Children of almost all demographic groups enrolled in programs categorized as higher-tier showed more learning and development than those in lower-tier programs, though underserved children were less likely to attend the higher-tier programs.

Topics Early Childhood Learning, Accountability and Improvement, Equitable Resources and Access
Report

California’s Students in Foster Care: Challenges and Promising Practices

Dion Burns,

Danny Espinoza,

Julie Adams,

Naomi Ondrasek

Jul 26 2022
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In California, the approximately 47,000 students who live in foster care face complex educational challenges. This report sheds light on the needs, characteristics, and outcomes of California students living in foster care and promising practices to better support them, including enhancing effective coordination and collaboration among agencies; building trusting relationships in schools; and providing targeted social, emotional, and academic services.

Topics Equitable Resources and Access, Deeper Learning: School Organization & Design
Report

Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities

Hanna Melnick,

Emma García,

Melanie Leung-Gagné

Jun 27 2022
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Estimates show that California has a substantial, urgent need for new lead and assistant transitional kindergarten teachers. To meet this need, California must develop new teachers and draw upon educators currently in the workforce. State policymakers can take steps to stabilize, support, and expand the broader early childhood workforce and build pathways for racially, linguistically, and culturally diverse educators.

Topics Early Childhood Learning, Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention
Brief

Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies

Cathy Yun

Jun 16 2022
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An additional 12,000 to 15,000 credentialed teachers are needed to support California’s expanded transitional kindergarten (TK). High-quality early childhood–focused residencies, such as Fresno’s Teacher Residency Program and UCLA’s IMPACT Program, can help districts strategically build TK teacher capacity. These programs encompass coursework, university–district partnerships, clinical experiences, and resident and mentor supports and can lead to a more fully prepared and diverse teacher workforce.

Topics Early Childhood Learning, Educator Quality: Professional Learning
Blog

More Guns in Schools Is Not the Answer to School Shootings

Linda Darling-Hammond

Jun 02 2022
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Following the school shooting in Uvalde, TX, there have, once again, been calls for armed teachers or security officers in schools. But research shows that more guns don’t make schools safer. Instead, there are three evidence-based strategies for increasing school safety: gun controls, reporting of warning signs, and school-based social-emotional and mental health supports.

Topics Deeper Learning: School Organization & Design, Accountability and Improvement, Equitable Resources and Access
Brief

Social Justice Humanitas: A Community School Approach to Whole Child Education

Lorea Martínez,

Laura E. Hernández,

Marisa Saunders,

Lisa Flook

Jun 01 2022
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Social Justice Humanitas Academy is a teacher-led community school that advances student learning and development through its mission to support students on their journeys toward self-actualization, social justice, and postsecondary success. The school centers whole child practices, cultivates a supportive and inclusive learning environment, engages students in social and emotional development and student-centered pedagogical strategies, and provides access to integrated systems of supports that enable learning and well-being.

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

Building School Communities for Students Living in Deep Poverty

Peter W. Cookson, Jr.,

Linda Darling-Hammond

May 25 2022
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More than 5 million children in the United States are living in deep poverty, households with a family income 50% below the poverty threshold. Researchers suggest that deep poverty-responsive schools—for instance, schools that are equitably funded based on fair school finance formulas, designed around community schools principles, and centered on whole child teaching and learning—can address the full range of children’s needs and help heal trauma associated with living in deep poverty.

Topics Equitable Resources and Access, Deeper Learning: School Organization & Design
Tool

Performance Assessments in College Admission

Aneesha Badrinarayan

May 25 2022
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Because performance assessments surface examples of how students use their academic and nonacademic learning in authentic situations, they can help admission officers at higher education institutions more fully understand applicants. But a college’s abilities to effectively use reliable evidence of student learning in the admission process depends on how they frame the “ask” for these materials. Four steps can help admission officers ensure an efficient and productive process.

Topics Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: College, Career & Civic Participation, Deeper Learning, Equitable Resources and Access
Report

Whole Child Policy Toolkit

May 25 2022
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Education should provide opportunities for every student to learn and thrive, but the current U.S. system often falls short. Research from the science of learning and development points to whole child education as a method to transform systems to provide high-quality learning for all students. The Whole Child Policy Toolkit can help state policymakers and education leaders advance whole child policy and support schools, districts, and communities to meet the needs of every child efficiently, effectively, and equitably.

Topic Deeper Learning: School Organization & Design

Pages

Santa Fe cityscape with the Bataan Memorial Building in foreground and mountains in the background

Report

Improving Education the New Mexico Way: An Evidence-Based Approach

Dec 01 2020

In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.

Report

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Oct 27 2020

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

Pages

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