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Examining five school districts committed to serving students experiencing homelessness, researchers explore how districts fund and staff their programs; how federal, local, and district policies can strengthen supports; and how districts identify and address the needs of this vulnerable student group.
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In this issue of ASCD's Educational Leadership magazine Linda Darling-Hammond explains how the current shortage of teachers is not new, but the result of decades of subpar working conditions, low compensation, and models of education that emphasize regulations and testing. She draws on examples from the United States and other countries to make recommendations for developing a well-prepared and well-supported education workforce in this country.
Melanie Leung-GagnéJennifer McCombsCaitlin ScottDaniel J. Losen
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Research shows that exclusionary discipline practices like suspensions and expulsions are ineffective at improving school safety and deterring infractions, may have a long-lasting negative impact on students, and disproportionately affect students based on their gender, race, school level, and disability status.
Ayana CampoliLinda Darling-HammondAnne PodolskyStephanie Levin
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Principal leadership can have a substantial influence on school conditions, teacher retention, and students’ learning. But how can principals learn to be good leaders? A study of California principals examines their professional learning experiences and sheds light on how high-quality, preservice and in-service principal learning can foster positive outcomes in schools.
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Early data suggest chronic absence has doubled nationwide. Sixteen million students—or one out of every three—are now missing so much school that they are at risk academically. Fortunately, research and experience offer effective strategies for addressing chronic absences.
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Key civil rights conditions are essential to deeper learning—providing the opportunity to learn the skills and knowledge that students need to succeed. Authors examine the community and school inequities that create persistent obstacles to this goal, the civil rights actions needed to remove them, and highlight exemplary schools that offer deeper learning that engages and empowers students.
Ayana CampoliLinda Darling-HammondAnne PodolskyStephanie Levin
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Relatively few studies have successfully linked specific features of principal learning to teacher and student outcomes. To begin to address this gap in the literature, LPI researchers conducted a study of the relationship between principal learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools.
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In this issue of the Reimagining College Access Newsletter: a new Complete College America report on the use of k–12 performance assessments in college advising and placement, RCA presentations at upcoming national conferences, and a newly released College Completion Strategy Guide offers direction on evidence-based strategies to advance equitable outcomes for college students.
Dion BurnsDaniel EspinozaJulie AdamsNaomi Ondrasek
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The school conditions and educational outcomes California students in foster care experience may be impacted by a range of challenges associated with multiple school moves and barriers to important supports at the school and state levels. Effective processes and policies that span the state’s education system and the foster care system can help create a coordinated web of supports to enhance student outcomes.
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The increased stress, mental health challenges, and inequities observed during the pandemic have reaffirmed the need to create safe, welcoming learning environments for students and educators. Well-designed teacher preparation for a whole-child approach is an important step toward meeting students’ needs and can overcome major hurdles such as teacher shortages.