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Blog

Mining Data to Advance Equity

Stephen Kostyo

Oct 03 2018
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The Every Student Succeeds Act broadens the notion of student and school success beyond standardized tests and recognizes the importance of schools providing critical supports for students. This blog, from our series, Realizing ESSA’s Promise, explores how states are leveraging ESSA’s support for non-academic indicators to identify disparities and then implement research-based policies and practices to address identified needs.

Topics Accountability and Improvement, Deeper Learning, The Every Student Succeeds Act (ESSA), Equitable Resources and Access
Brief

Reducing Student Suspension Rates

Stephen Kostyo

Jessica Cardichon

Linda Darling-Hammond

Oct 03 2018
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Suspensions from school can disrupt student learning and inhibit students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address suspension rates and other non-academic indicators that affect student success. This brief describes how states can use data on suspensions, what some states are doing, and policies to reduce suspension rates. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Topics Accountability and Improvement, The Every Student Succeeds Act (ESSA), Equitable Resources and Access
Brief

Implementing an Extended-Year Graduation Rate

Stephen Kostyo

Jessica Cardichon

Linda Darling-Hammond

Oct 03 2018
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Extended-year graduation rates track students that graduate high school in 5 or 6 years. The Every Student Succeeds Act (ESSA) provides opportunities for states to address this and other non-academic indicators that affect student success. This brief describes how states can use extended-year graduation rates to incentivize schools to continue working with struggling students to help them graduate. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Topics Accountability and Improvement, The Every Student Succeeds Act (ESSA), Equitable Resources and Access
Brief

Expanding Access to a College- and Career-Ready Curriculum

Stephen Kostyo

Jessica Cardichon

Linda Darling-Hammond

Oct 03 2018
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College- and career-readiness is an important factor of student success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on college- and career-readiness to measure and expand access to curricula that prepare students for the modern economy. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Topics Accountability and Improvement, The Every Student Succeeds Act (ESSA), Equitable Resources and Access
Brief

Eliminating Chronic Absenteeism

Stephen Kostyo

Jessica Cardichon

Linda Darling-Hammond

Oct 03 2018
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Chronic absenteeism disrupts student learning and impedes students’ success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on chronic absenteeism and what some states are doing, and suggests policies to reduce it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Topics Accountability and Improvement, The Every Student Succeeds Act (ESSA), Equitable Resources and Access
Brief

Building a Positive School Climate

Stephen Kostyo

Jessica Cardichon

Linda Darling-Hammond

Oct 03 2018
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A positive school climate supports student learning and success. The Every Student Succeeds Act (ESSA) provides opportunities for states to address it and other non-academic indicators that affect student success. This brief describes how states can use data on school climate and what some states are doing, and suggests policies to improve it. It is part of the report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap.

Topics Accountability and Improvement, The Every Student Succeeds Act (ESSA), Equitable Resources and Access
Book

With the Whole Child in Mind: Insights from the Comer School Development Program

Linda Darling-Hammond

Channa Cook-Harvey

Lisa Flook

Madelyn Gardner

Hanna Melnick

Oct 01 2018
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The School Development Program (SDP) established by child psychiatrist James P. Comer and the Yale Child Study Center, is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With the Whole Child in Mind describes SDP’s six developmental pathways and explains how the program's nine key components create a comprehensive approach to educating children for successful outcomes.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Brief

Educating the Whole Child: Improving School Climate to Support Student Success

Linda Darling-Hammond

Channa Cook-Harvey

Sep 07 2018
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Students living with the toxic stress and trauma of poverty and crime can struggle to learn. Research on science of learning & development shows that these struggles can be addressed through whole child and positive school climate approaches that support academic, physical, cognitive, social, and emotional development — systems that put students’ healthy growth and development at the center of the classroom.

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

Educating the Whole Child: Improving School Climate to Support Student Success

Linda Darling-Hammond

Channa Cook-Harvey

Sep 07 2018
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Each year in the United States, 46 million children are exposed to violence, crime, abuse, homelessness, or food insecurity—experiences that can affect attention, learning, and behavior. This report looks at neuroscience, science of learning, and child development research on whole child approaches to education that improve learning for all students, especially those living with trauma.

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

Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap

Stephen Kostyo

Jessica Cardichon

Linda Darling-Hammond

Sep 05 2018
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Under the federal Every Student Succeeds Act (ESSA), in addition to the required indicators of schools performance, states can select indicators to measure schools’ efforts to support students and provide equitable opportunities or to identify places where additional investments need to be made to improve education and support underserved students. This report documents how states are taking advantage of this opportunity to address disparities, make schools more inclusive, and help all students succeed.

Topics Accountability and Improvement, The Every Student Succeeds Act (ESSA), Equitable Resources and Access

Pages

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?

teacher talking to student in a school hallway

Report

Protecting Students' Civil Rights: The Federal Role in School Discipline

May 01 2019

In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices.

Pages

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