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Report

The California Way: The Golden State’s Quest to Build an Equitable and Excellent Education System

Roberta C. Furger

Laura E. Hernández

Linda Darling-Hammond

Feb 21 2019
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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 >

Topics Accountability and Improvement, Deeper Learning, Equitable Resources and Access
Blog

Why Our Education Funding Systems Are Derailing the American Dream

Jeff Raikes

Linda Darling-Hammond

Feb 18 2019
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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.

Topics Equitable Resources and Access, Accountability and Improvement
Articles

Using the Science of Learning and Development to Improve Education

Feb 18 2019
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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.

Topic Deeper Learning
Brief

Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers

Beth Meloy

Madelyn Gardner

Linda Darling-Hammond

Jan 31 2019
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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.

Topics Early Childhood Learning, Equitable Resources and Access
Report

Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers

Beth Meloy

Madelyn Gardner

Linda Darling-Hammond

Jan 31 2019
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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.

Topics Early Childhood Learning, Equitable Resources and Access
Video

Aligning School Practices With the Science of Learning

Jan 16 2019
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A new video series from Edutopia draws from the science of learning and development to identify effective whole child strategies schools can use to create positive relationships, experiences, and environments in which every student can thrive. Featured speakers include LPI President Linda Darling-Hammond.

Topic Deeper Learning
Blog

Just as schools were becoming safer, Trump ‘safety’ commission likely to halt progress

Linda Darling-Hammond

Christopher Edley, Jr.

Jan 08 2019
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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.

Topic Equitable Resources and Access
Blog

What Detroit and Chicago Can Teach Us About Student Growth and School Rating Systems

Chris Minnich

Dec 13 2018
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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.

Topics Accountability and Improvement, Equitable Resources and Access
Newsletter

Newsletter: December 2018

Dec 11 2018
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This edition of the Reimagining College Access newsletter contains an update on the RCA project, information on the convening of the RCA National Advisory Board, NACAC School Profile examples, and a recap of the RCA session at NACAC’s 74th Annual Convening.

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

Essential Building Blocks for State School Finance Systems and Promising State Practices

David Hinojosa

Dec 05 2018
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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.

Topics Equitable Resources and Access, Accountability and Improvement

Pages

Report

Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning

Sep 10 2019

This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.

teacher talking to a student in a classroom

Report

Preparing Teachers to Support Social and Emotional Learning

May 21 2019

Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and a California school district's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems.

Report

California’s Positive Outliers: Districts Beating the Odds

May 16 2019

LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds?

Pages

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