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Brief

Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina

Jeannie Oakes,

Peter W. Cookson, Jr.,

Janel George,

Stephanie Levin,

Desiree Carver-Thomas,

Fred Frelow,

Barnett Berry

Jun 18 2021
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The conditions in and around high-poverty schools and communities result in far too many students not being educated adequately to participate in the global economy or become active, informed citizens. An analysis in North Carolina offers four sets of evidence-based recommendations to provide students with the resources and opportunities they need and put high-poverty schools on a path of equitable improvement.

Topic Equitable Resources and Access
Fact Sheet

Expanding Early Childhood Education: How Can Districts Use Federal Recovery Funds Strategically?

Jun 16 2021
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Federal funding has provided local educational agencies with nearly $160 billion to help recover from the pandemic. In a series of papers, policy experts explore how these funds can be used to meet short-term needs and make longer-term investments to close opportunity and achievement gaps. One recommended approach is to invest in early childhood education programs, which provide one of the highest returns on investment of any educational spending.

Topics Early Childhood Learning, COVID-19
Report

Students Experiencing Homelessness: The Conditions and Outcomes of Homelessness Among California Students

Dion Burns,

Danny Espinoza,

Naomi Ondrasek,

Man Yang

Jun 14 2021
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More than 1 in 5 of the nation’s students identified as experiencing homelessness reside in California. Students experiencing homelessness hold educational aspirations like those of their peers—to graduate from high school and go on to college. However, students experiencing homelessness face distinct challenges often due to the cumulative effects of poverty, instability, and disruption of social relationships associated with high mobility.

Topics Equitable Resources and Access, Deeper Learning, COVID-19
Report

Design Principles for Schools: Putting the Science of Learning and Development Into Action

Linda Darling-Hammond,

Pamela Cantor,

Laura E. Hernández,

Abby Schachner,

Sara Plasencia ,

Christina Theokas,

Elizabeth Tijerina

Jun 08 2021
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Education aims to give every student opportunities to learn and thrive, but the outdated design of our schools contributes to widening inequalities. Science provides a clear path forward: students’ knowledge, skills, and well-being can be significantly influenced and improved by learning environments that use whole child design. Key design principles show how schools can utilize the science of learning and development to reshape systems, structures, and practices to improve student outcomes.

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

Newsletter: June 2021

Jun 02 2021
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In this issue of the Reimagining College Access newsletter: RCA holds first Leading Places Community meeting, the impact of test-optional admissions, and data analysis reveals a racial gap for in-state student enrollment.

Topics Deeper Learning, Deeper Learning: College, Career & Civic Participation, Deeper Learning: Curriculum, Instruction & Assessment
Report

Advancing Integration and Equity Through Magnet Schools

Janel George,

Linda Darling-Hammond

Jun 02 2021
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The long-standing effort to desegregate schools in the United States has been fostered, in part, by the development of magnet schools. Magnet schools were launched in the 1960s and seek to achieve voluntary desegregation through parental choice by offering specialized instruction and innovative academic offerings. These schools present a compelling evidence-based option for promoting school diversity and positive student outcomes.

Topic Equitable Resources and Access
Blog

Brown at 67: Segregation, Resegregation, and the Promise of Federal Policy

Janel George,

Linda Darling-Hammond

May 18 2021
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Quietly—and at times with little attention of the public, policymakers, and the media—schools have been resegregating at rates that rival those preceding Brown v. Board of Education, the 1954 U.S. Supreme Court ruling that struck down legal segregation in public schools. As it did following resistance to Brown, the federal government can help to foster integrated schools through increased funding and evidence-based policies.

Topic Equitable Resources and Access
Report

Inequitable Opportunity to Learn: Access to Advanced Mathematics and Science Courses

Melanie Leung,

Jessica Cardichon,

Caitlin Scott,

Linda Darling-Hammond

May 18 2021
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Evidence shows outcomes for college enrollment, retention, and degree completion; earning potential in the labor market; and overall achievement are improved when students have access to advanced curricular opportunities in mathematics and science compared to students who take fewer or less rigorous courses. Yet equitable access to advanced courses remains out of reach for many students, particularly students of color and students from low-income families.

Topics Equitable Resources and Access, Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Report

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

Marisa Saunders,

Lorea Martinez,

Lisa Flook,

Laura E. Hernández

May 10 2021
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Teachers created Social Justice Humanitas Academy (SJ Humanitas) envisioning a school that would “not only be a place of learning, but also a resource for the community.” Thus, they designed a community school that would bring together local resources, incorporate collaborative structures, and support students. The practices implemented at SJ Humanitas support whole child education to advance outcomes and support student well-being in alignment with the science of learning and development.

Topics Deeper Learning, Deeper Learning: College, Career & Civic Participation, Deeper Learning: School Organization & Design, Equitable Resources and Access
Blog

To Provide High-Quality Early Learning, California Must Invest in Its Early Learning Assessment System

Cathy Yun

May 05 2021
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High-quality early childhood experiences depend upon ongoing formative assessments. High-quality assessments enable teachers to monitor each student’s changing skills and competencies and to tailor instruction to reinforce children’s strengths and support individualized growth. Aggregated assessment data can also be used to identify system-level patterns, strengths, and gaps that can inform equitable resource allocation and investments in early childhood and elementary programs and initiatives.

Topics Early Childhood Learning, Deeper Learning: Curriculum, Instruction & Assessment

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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