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Four years into a project to support teacher instruction for deeper learning, research shows that an innovative professional development program is a decided success. Based on a model of teachers teaching teachers, California's Instructional Leadership Corps prepares teacher leaders to provide sustainable professional development aligned with new state standards. Participant feedback has been overwhelmingly positive and demonstrates how teacher-led learning can motivate shifts in practice, enhance teachers’ efficacy, and sustain change.
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Teacher leaders in California are collaborating to lead sustainable professional development for implementation of new student standards within their districts. This statewide effort, the Instructional Leadership Corps, has been in place for the last 4 years and participant feedback has been overwhelmingly positive about the experience. This study describes how teacher-led learning can motivate shifts in practice, enhance teachers’ professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change.
Roberta C. FurgerLaura E. HernándezLinda Darling-Hammond
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In 2013, California adopted its Local Control Funding Formula (LCFF), which has shifted billions of dollars to districts serving high-need students, created a multiple-measure accountability system, and provided all districts with broad flexibility to develop spending plans aligned to local priorities and needs. This report examines LCFF and related reforms—the decade-plus effort leading to their passage and the impact on culture, practice, opportunities, and outcomes—and explores next steps to sustain and deepen improvement. Read the report or brief >
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We live in an era of extreme income inequality and one of the places it’s hitting hardest is in our schools. That’s because inequity is hard-wired into our school-funding systems. Linda Darling-Hammond and Jeff Raikes explain the hard wiring and discuss what we can do to shift direction and ensure that every child receives a quality education.
Linda Darling-HammondLisa FlookChanna Cook-HarveyBrigid BarronDavid Osher
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Applied Developmental Science by Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher | Our understanding of human development and learning has grown rapidly in recent years, providing insight into how to shape more effective educational practices. This article draws from several branches of educational research about well-vetted strategies to support the kinds of relationships and learning opportunities that promote children’s well-being, healthy development.
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Research on early learning programs in the 1960s and 1970s revealed enormous benefits for children that lasted into adulthood, sparking investment in preschool programs, but two evaluations of large preschool programs that yielded mixed results created confusion about the wisdom of such investments. A review of rigorous and more recent research into the impact of preschool clarifies that students who attend high-quality preschool programs reap benefits that can last throughout their lives.
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Research on early learning programs in the 1960s and 1970s revealed longlasting benefits, sparking investment in preschool programs. However, recent evaluations of two large preschool programs found mixed results, creating confusion about whether preschool programs can support student success. This report reviews these two studies and others in depth, and finds that when participants are compared to very similar students who did not attend preschool, the benefits of participation are typically found to be substantial.
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In late December, 2018, the Trump administration rescinded Obama-era guidance on school discipline that has helped improve school safety and student achievement across the country. In advance of that decision, Linda Darling-Hammond and Chris Edley cautioned against this move in a commentary in The Hill. They explained that after states adopted the guidance, suspensions and expulsions—which are given at much higher rates to students of color—were reduced significantly as were school-based firearms incidents.
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Historically, U.S. schools have been rated based largely on student performance on an annual summative test. With the passage of the Every Student Succeeds Act (ESSA), state accountability systems now feature additional measures of student and school success, including academic growth. These factors are critical if we are to create accountability systems that recognize the contributions that schools make to student progress, while reducing bias against educators and schools serving students in diverse, high-poverty communities.
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The cost for failing to properly invest in a high-quality public education for all children has grave implications for both the students and society at large. A new report shares essential state-level strategies and examples to help policymakers develop equitable and effective school finance systems.
