Karin GarverG. G. WeisenfeldLori Connors-TadrosKatherine HodgesHanna MelnickSara Plasencia
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As states expand access to public preschool, most must do so across a variety of settings, such as schools, Head Start agencies, child care centers, and family child care homes. To examine what policies support high-quality preschool at scale, experts look at five states and the unique approaches they have taken.
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As RCA enters a new phase that supports wider implementation, administration and oversight of the project will transition to LPI and RCA partner National Association for College Admission Counseling.
Karin GarverG. G. WeisenfeldLori Connors-TadrosKatherine HodgesHanna MelnickSara Plasencia
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Policymakers in Alabama, Michigan, New Jersey, New York, and West Virginia have worked to expand public preschool to meet growing demand. Researchers examine one of the biggest challenges they face: coordinating preschool providers that operate in very different contexts and settings and need different kinds of supports.
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Parents, teachers, and researchers agree: Students need social and emotional skills to reach their full potential. Students may face hardships that impede their ability to learn, such as discrimination, housing insecurity, and school safety. Schools can enact polices that support whole child development to help their students’ through difficult times.
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Findings from hundreds of studies indicate that evidence-based SEL programs improve students’ social, emotional, behavioral, and academic outcomes at all grade levels and for all students. To successfully implement SEL, schools and educators need support by state and district infrastructures that advance whole child development.
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Social and emotional learning (SEL) programs are a low-cost, evidence-based educational intervention that improves outcomes for all students at all grade levels. As SEL programming grows across schools and districts, research points to policies and infrastructures that teachers, principals, and policymakers can adopt to support successful implementation.
Daniel EspinozaMichael GriffithDion BurnsPatrick M. Shields
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In 2019–20, 1.3 million U.S. students were identified as experiencing homelessness, yet efforts to support them are underfunded and inaccessible—for example, most districts serving these students don’t receive federal funds to assist them. Policy changes can help remove barriers and provide these students with the equitable education they deserve.
Susan Kemper PatrickLinda Darling-HammondTara Kini
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Survey results from almost 60,000 people who completed California‘s new teacher accreditation program show an increasingly diverse pool of teacher graduates and those who experience student teaching or residencies feel more prepared; however, Black, and Native American candidates report less access to these supports.
Jennifer A. BlandSteve WojcikiewiczLinda Darling-HammondWesley Wei
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Texas' longstanding teacher shortages have been driven by high attrition rates and exacerbated by COVID-19. Research points to the policy interventions that can help support the work already underway in Texas to address these shortages and stabilize the teacher workforce.
Jennifer A. BlandSteve WojcikiewiczLinda Darling-HammondWesley Wei
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In Texas, a large majority of new teachers are now hired before they complete preparation. Researchers have taken a deep dive into the state of the Texas teacher workforce to understand the conditions that have led to shortages and to surface the solutions and policies that can help.
