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Brief

Tulsa Public Schools: Prioritizing Physical, Social, and Emotional Safety to Support Reopening and Recovery

Jennifer A. Bland,

Adam K. Edgerton ,

Desiree O'Neal,

Naomi Ondrasek

Aug 18 2021
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Throughout the COVID-19 pandemic, districts nationwide have faced the difficult task of reopening schools safely and keeping them open, while also accelerating student learning and attending to the trauma and loss experienced by students and families. By adopting a nimble and forward-looking recovery strategy encompassing social and emotional, as well as physical, safety, Tulsa Public Schools had a safe and successful spring and summer 2021, and plans to continue these efforts into the fall.

Topic COVID-19
Report

High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments

Cathy Yun,

Hanna Melnick,

Marjorie Wechsler

Aug 05 2021
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Kindergarten entry assessments, when well designed and well used, have the potential to support high-quality equitable learning by guiding instruction and supporting whole child development. However, when poorly designed or misused they can foster poor teaching practices and exacerbate inequity. Some states and districts have developed thoughtful, holistic systems that can be used from preschool through early elementary school to support developmentally appropriate instruction.

Topics Early Childhood Learning, Deeper Learning: Curriculum, Instruction & Assessment, COVID-19
Brief

High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments

Cathy Yun,

Hanna Melnick,

Marjorie Wechsler

Aug 05 2021
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Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments, it is important to understand how to choose and use assessments wisely. This brief summarizes research and provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both improve policy systems and support equitable learning.

Topics Early Childhood Learning, Deeper Learning: Curriculum, Instruction & Assessment, COVID-19
Blog

Leveraging Recovery Funds to Prioritize Wellness and Accelerate Learning

Adam K. Edgerton

Jul 27 2021
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Thanks to unprecedented funding from the American Rescue Plan and other federal, state, and local resources, school districts across the country are leveraging several evidence-informed strategies to accelerate learning and support student wellbeing. Local initiatives include conducting formative assessments to measure and support students’ growth and health, providing high-quality tutoring that is connected to classroom instruction, and expanding learning time.

Topics Equitable Resources and Access, COVID-19, Deeper Learning: Curriculum, Instruction & Assessment
Blog

Better, Broader Learning: California Education Policymakers Prioritize Bolder Expanded Learning Opportunities

Linda Darling-Hammond,

Karen Pittman,

Jennifer Peck

Jul 16 2021
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The convergence of disruption, innovation, empowerment, and new funding offers an unprecedented opportunity to reimagine how we "do school." This includes expanding access and broadening the scope of summer learning and before- and after-school opportunities to be more responsive to students and families and offer creative, project-based learning and enrichment activities that build skills, expand horizons, and lead to a wide range of positive student outcomes.

Topics Equitable Resources and Access, Deeper Learning, COVID-19
Fact Sheet

Investing in Community Schools: How States and Districts Can Use Federal Recovery Funds Strategically

Jul 07 2021
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Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. One key strategy is investing in community schools, an evidence-based approach especially important for underserved students and families.

Topics COVID-19, Deeper Learning, Equitable Resources and Access
Fact Sheet

Expanded Learning Time: How States and Districts Can Use Federal Recovery Funds Strategically

Jul 07 2021
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Federal COVID relief packages have allocated over $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. Strategies emphasizing expanded and enriched learning time can create powerful learning opportunities that efficiently accelerate learning and improve student engagement and achievement.

Topics COVID-19, Deeper Learning
Fact Sheet

Supporting the Educator Pipeline: How States and Districts Can Use Federal Recovery Funds Strategically

Jul 07 2021
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Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. Investing in workforce development, recruitment and retention is a high-impact way to support quality student learning.

Topics COVID-19, Educator Quality
Brief

San Diego County: Mobilizing Technical Assistance, Partnerships, and Data to Support School Reopening

Melanie Leung,

Desiree O'Neal,

Naomi Ondrasek,

Hanna Melnick

Jul 01 2021
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San Diego County provided a wide range of supports to districts throughout the pandemic—from a website consolidating COVID-19 and distance learning information to a reopening framework with resources on facility sanitizing, campus capacity, meal programs, busing, arrival and symptom screening procedures, and scheduling. Working with public health partners, these efforts resulted in 98% of districts in the county reopening for in-person learning as of May 2021.

Topic COVID-19
Blog

Supporting Newcomers Through a Community School Model

Amber Hu

Jun 29 2021
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Oakland International High School is a sanctuary for recently arrived immigrant students, preparing them academically and linguistically for their new lives in the United States. Through its community school infrastructure, commitment to supporting the whole child, and explicit focus on English language acquisition and preparation for college, the school is raising expectations and expanding opportunities for its students.

Topics Deeper Learning, Equitable Resources and Access, 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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