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.
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.
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As the pandemic landscape continues to evolve, schools and districts are encountering a range of new challenges. LPI has synthesized 10 of the most important COVID-19-related actions schools and districts can take this fall to support students and staff.
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A student’s performance under conditions of high support and low threat differs substantially from how they perform without such support or when feeling threatened. To create identity-safe classrooms where students can learn and thrive, schools can promote trust and interpersonal connection; create purposeful communities of care and consistency; use restorative practices to promote understanding, voice, and responsibility; and recognize diversity as an asset.
Kia Darling-HammondLinda Darling-HammondEliza Byard
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Young people today must learn to think critically, solve complex problems, communicate effectively, work collaboratively, and embrace lifelong learning. There is still a long road to travel to ensure all students have access to this type of “deeper learning”; however, policies that promote healthy environments, supportive learning conditions, well-resourced and inclusive schools, skillful teaching, and high-quality curriculum can help pave the path forward.
