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Report

Using Performance Assessments to Support Student Learning

Anna Maier,

Julie Adams,

Dion Burns,

Maya Kaul,

Marisa Saunders,

Charlie Thompson

Oct 13 2020
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When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts.

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

Using Performance Assessments to Support Student Learning

Anna Maier,

Julie Adams,

Dion Burns,

Maya Kaul,

Marisa Saunders,

Charlie Thompson

Oct 13 2020
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Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments.

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

A World of Hardship: Deep Poverty and the Struggle for Educational Equity

Peter W. Cookson, Jr.

Oct 06 2020
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More than 5 million children in the United States live in deep poverty, including nearly 1 in 5 Black children under the age of 5. These numbers will no doubt grow, given the explosion of the health and economic crisis caused by the COVID-19 pandemic. Now, more than ever, school systems need a more robust, reliable, and valid measure of students experiencing deep poverty in order to align services and supports with student need.

Topics COVID-19, Equitable Resources and Access
Report

Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn

Daniel J. Losen,

Paul Martinez

Oct 01 2020
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National estimates show that during the 2015–16 school year, nearly 11.4 million days of instruction were lost due to out-of-school suspensions. Disciplinary actions that remove students from the classroom, coupled with lost instruction caused by COVID-19, have resulted in high rates of learning loss, particularly for students of color and students with disabilities. As students’ opportunities to learn continue to diminish, educational inequities persist.

Topics Equitable Resources and Access, Accountability and Improvement, The Every Student Succeeds Act (ESSA), COVID-19
Blog

Home-School Partnerships Key to Supporting Students With Disabilities

Naomi Ondrasek

Sep 28 2020
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Pandemic-related school closures have underscored the essential role that home-school partnerships play in supporting the needs and ongoing development of students. This is particularly true for students with disabilities, whose educational plans can include the provision and coordination of multiple services. Teachers and school district staff share how they are strengthening communication with families and tapping new tools and resources to support students with disabilities.

Topics COVID-19, Equitable Resources and Access, Deeper Learning
Blog

COVID-19 and State Education Budgets: The Story Behind the Numbers

Michael Griffith,

William Berry

Sep 24 2020
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Cuts to school budgets as a result of the added costs and reduced revenue since the start of the COVID-19 pandemic have not yet been as severe as originally predicted, but the evidence indicates that much more severe challenges lie ahead. This blog explains how COVID-19 has affected state education budgets—and explores the implications for public education funding this year and into the future.

Topics COVID-19, Equitable Resources and Access
Blog

Reinventing School in the COVID Era and Beyond

Linda Darling-Hammond,

Abby Schachner,

Adam K. Edgerton

Sep 15 2020
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The pandemic has forced policymakers and educators to rethink and retool in order to ensure continued student learning, despite school closures. The crisis of COVID-19 also creates an opportunity to build long-term capacity and enact new policies and practices to advance more equitable and student-centered school systems. This blog provides an overview of a comprehensive framework for restarting and reinventing school.

Topics COVID-19, Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: School Organization & Design, Equitable Resources and Access, Educator Quality
Blog

Educator Preparation During COVID-19: Lessons Learned for Fall

Maria E. Hyler

Sep 01 2020
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As U.S. schools closed their doors this past spring in response to the COVID-19 pandemic, a little-considered effect was the impact of school closures on the preparation of the next generation of educators. Leaders of educator preparation programs affiliated with EdPrepLab share how they have adapted to the changing landscape. The crisis has created opportunities for programs to innovate, while maintaining high standards and a commitment to equity.

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

The Federal Role in Advancing Education Equity and Excellence

Aug 28 2020
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To chart a path forward as the nation grapples with the impact of a global pandemic and systemic racism, federal policymakers can advance research-based policies that have been shown to foster equity and opportunity. This resource describes key policies that can help accelerate efforts to ensure that all young people have equal access to a high-quality, world-class education.

Topics Equitable Resources and Access, Accountability and Improvement, The Every Student Succeeds Act (ESSA), Deeper Learning, Educator Quality, Early Childhood Learning
Report

Restarting and Reinventing School: Learning in the Time of COVID and Beyond

Linda Darling-Hammond,

Abby Schachner,

Adam K. Edgerton ,

Aneesha Badrinarayan ,

Jessica Cardichon,

Peter W. Cookson, Jr.,

Michael Griffith,

Sarah Klevan,

Anna Maier,

Monica Martinez ,

Hanna Melnick,

Natalie Truong ,

Steve Wojcikiewicz

Aug 25 2020
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The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.

Topics COVID-19, Equitable Resources and Access, Deeper Learning, Educator Quality, Early Childhood Learning

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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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