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Report

Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education

Kimberly Jenkins Robinson

Dec 27 2021
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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.

Topic Equitable Resources and Access
Article

Sharing the Wealth: How Regional Finance and Desegregation Plans Can Enhance School Desegregation and Promote Educational Equity

John Brittain,

Larkin Willis,

Peter W. Cookson, Jr.,

Michael Alves

Dec 16 2021
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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.

Topic Equitable Resources and Access
Newsletter

Newsletter: December 2021

Dec 13 2021
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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.

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

COVID-19 Challenges Catalyze Promising Shifts in Professional Learning

Jennifer A. Bland

Nov 29 2021
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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.

Topics Educator Quality: Professional Learning, Educator Quality, COVID-19
Blog

Communicating the “Learning” in Social-Emotional Learning

Sheldon Berman,

Linda Darling-Hammond

Nov 08 2021
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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.

Topic Deeper Learning
Brief

Building a Positive School Climate Through Restorative Practices

Sarah Klevan

Oct 28 2021
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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.

Topics Deeper Learning, Equitable Resources and Access
Brief

California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education

Anna Maier,

Deanna Niebuhr

Oct 22 2021
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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.

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

Reopening Schools Safely in California: District Examples of Multilayered Mitigation

Naomi Ondrasek,

Adam K. Edgerton ,

Jennifer A. Bland

Oct 11 2021
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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.

Topic COVID-19
Report

Preparing West Virginia’s Teachers

Ryan Saunders

Oct 06 2021
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Teachers play a vital role in providing all students with deeper learning experiences that prepare them for life and work in the 21st century. In West Virginia, several key policy strategies have been identified to improve and advance the preparation of a well-qualified and equitably distributed teacher workforce across the state.

Topics Educator Quality: Recruitment & Retention, Educator Quality, Deeper Learning: Curriculum, Instruction & Assessment
Article

Motivating Teachers of Color and Indigenous Teachers to Stay In the Field

Conra D. Gist,

Travis J. Bristol,

Desiree Carver-Thomas,

Maria E. Hyler,

Linda Darling-Hammond

Sep 16 2021
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Teachers of color and Indigenous teachers made up 16% of the teaching force in 2000 and 19% in 2019. This modest increase would have been more significant if not for high (and growing) attrition rates among these teachers. This article from a Kappan Special Report examines why teachers of color and Indigenous teachers leave the profession and what can be done to retain them.

Topics Educator Quality: Recruitment & Retention, Educator Quality, Equitable Resources and Access

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.

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