Linda Darling-HammondKevin C. BastianBarnett BerryDesiree Carver-ThomasTara KiniStephanie LevinG. Williamson McDiarmid
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In Leandro v. the State of North Carolina, the Supreme Court of North Carolina found that children have a right to high-quality educators. However, access to a supply of qualified teachers and administrators is increasingly limited and inequitably distributed across the state. Expanding high-quality teacher pipelines and training, updating preparation and professional development, and other strategies could help strengthen North Carolina’s teacher and principal workforce.
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The current staffing crisis in public schools is taking center stage in communities throughout the country. Long-standing teacher shortages, combined with COVID-19-related absences, are stretching schools to the breaking point. Policymakers need to act quickly and strategically to address the mounting crisis and build for the long-term. Research provides a clear roadmap to guide their efforts.
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More than 50 years after the U.S. Supreme Court declared racially segregated schools unlawful in Brown v. Board of Education, educational opportunity and achievement gaps based on race, national origin, and class have endured. Limited protection for education as a civil right at the federal level and uneven protection at the state level have contributed to persistent inequities. Federal and state reforms could offer protection for education as a civil right and remedy racial discrimination.
John BrittainLarkin WillisPeter W. Cookson, Jr.Michael Alves
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Decades after Brown v. Board of Education, U.S. schools remain heavily segregated by race and ethnicity. This article in a special issue of Poverty & Race from the Poverty & Race Research Action Council discusses how regional finance & desegregation plans can promote school desegregation and educational equity.
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In this issue of the Reimagining College Access newsletter: Review of the 4th annual RCA convening, the feasibility of admissions lotteries in higher education admissions, and how districts are expanding the use personalized, competency-based education.
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A thoughtful planning process following the first few months of distance learning led one San Francisco Bay Area school district to rethink its professional development strategy for elementary math instruction. The result: More collaboration, alignment, and engagement among teachers and minimal disruption to student learning, even when the pandemic necessitated switching of classrooms and teachers.
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Polarizing and inaccurate framing of social and emotional learning (SEL) has caused concern for some parents. The authors examine a Fordham survey that sheds light on why and discuss how to help parents understand that SEL and academics are inextricably connected and not an either/or choice.
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The science of learning shows that addressing student behavior with restorative practices rather than zero-tolerance discipline is essential for students’ healthy development and academic success. Using examples from districts across the country, LPI researchers discuss key lessons on what is needed to successfully implement restorative approaches to create safe, inclusive schools that promote well-being and connectedness.
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A historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver whole child education. Examining key elements of the new law, LPI and Opportunity Institute researchers lay out evidence-based principles of high-quality community schools implementation that are aligned with the science of learning and development and discuss the need for technical assistance.
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Schools across California have reopened for in-person learning, undertaking the challenging but crucial work of ensuring student safety. Examining multiple districts across the state, LPI researchers provide important models and key lessons for safe school reopening. As their work demonstrates, schools implementing multilayered mitigation strategies can stay open safely, minimize further disruptions to learning, and ensure that students can focus on their education and reconnecting to their school community.
