Learning in the Time of COVID-19

This blog series explores evidence-based and equity-focused strategies and investments to address the current crisis and build long-term systems capacity.

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Blog

Reinventing School in the COVID Era and Beyond

Linda Darling-Hammond

Abby Schachner

Adam 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 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 Educator Quality, Educator Quality: Professional Learning
Blog

Beyond the Bell: The Power of Authentic Learning

Aug 18 2020
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COVID-19 hasn’t stopped teachers and students from engaging in powerful teaching and learning. As schools shifted to distance learning in the closing months of the 2019–20 school year, course adaptions created opportunities for students to make new discoveries about themselves and topics of interest. Through authentic projects and presentations of learning, students have demonstrated that they remain hungry for and capable of doing rigorous, meaningful work.

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

Supporting a Restorative Opening of U.S. Schools

Jennifer DePaoli

Laura E. Hernández

Linda Darling-Hammond

Aug 05 2020
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As school and district leaders prepare to start school—whether in person or virtually—their work should be grounded in two essential questions: How can we address the acute needs of young people, who continue to grapple with the dual impacts of COVID 19 and systemic racism? And, how can we use this crisis as an opportunity to transform schools into nurturing communities that are committed to equity, diversity, and antiracism?

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

Connecting While Disconnected: Nurturing the Relationship Between Culture, Land, and Learners

Jul 28 2020
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Educators with the Hawaiian-focused charter schools have adapted their practices, grounded in Hawaiian culture and students’ relationship and responsibility to natural environments, to the constraints brought on by COVID-19. While nothing can replace the ocean voyages, agricultural work, and community service activities that are central elements of their “typical” school year, staff have developed new virtual ʻāina-based (land-based) activities and assessments to respond to the new reality of distance learning.

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

The Urgency Of Reopening Schools Safely

Linda Darling-Hammond

Hanna Melnick

Jul 21 2020
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The decision of when and how to reopen schools is one of the most critical of our times. To do so effectively, we would do well to look at what has worked—and what has not—around the world. Adequate federal funding is also necessary for the additional staff and equipment needed to make schools safe.

Topics Equitable Resources and Access, Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Blog

Making School Budgets Whole and Equitable During and After COVID-19

Michael A. DiNapoli Jr.

Jul 17 2020
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As federal policymakers craft future COVID-19 relief packages, two key questions should guide their analysis: First, what will it take to make school districts whole—that is, make sure they have sufficient funding to cover the myriad of added costs and budget cuts associated with COVID-19? And, how can federal funds be used to address historic and current inequities in ways that put us on a path toward a more just educational future?

Topic Equitable Resources and Access
Blog

In the Fallout of the Pandemic, Community Schools Show a Way Forward for Education

Jeannie Oakes

Anna Maier

Julia Daniel

Jul 07 2020
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COVID-19 has disrupted learning for nearly all of the country’s 50.8 million public schools students and those hit the hardest are the nation’s most marginalized students. During the disruption, community schools have proven to be highly effective at assessing needs and mobilizing supports for students and families. As policymakers look to the future, this is an approach they can consider.

Topics Equitable Resources and Access, Deeper Learning: School Organization & Design
Blog

Raising Demands and Reducing Capacity: COVID-19 and the Educator Workforce

Tara Kini

Jun 25 2020
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We’re hearing a lot of conflicting scenarios and projections related to the teacher workforce come fall. Indicators of teacher demand and supply—including the number of teaching and other positions funded, the number required to deliver instruction safely, turnover rates, and the supply of new teachers coming out of teacher preparation programs—can help us begin to understand the impact of COVID-19 on the educator workforce.

Topics Educator Quality, Educator Quality: Recruitment & Retention
Blog

School-Based Health Centers: Trusted Lifelines in a Time of Crisis

Jun 18 2020
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Oakland Unified's school-based health centers, part of the district's full-service community schools initiative, are a trusted source of information and services for students and families in the district. This institutional trust is essential to providing care in "typical" times, and became even more critical when schools closed due to the COVID-19 crisis, enabling staff to identify and support both ongoing and emerging student and family needs.

Topics Deeper Learning, Equitable Resources and Access

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Report

Measuring Student Socioeconomic Status: Toward a Comprehensive Approach

Jun 25 2020

Student poverty was a concern in the U.S. even before the COVID-19 pandemic, when 1 in 5 children already lived in low-income families. This study evaluates the shortcomings of commonly used child poverty measures, including the Free or Reduced-Price Lunch program, and proposes alternatives.

Report

Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done

May 14 2020

With nearly 1 in 5 principals leaving their schools each year, turnover is high and concerning. A new report and brief by LPI and the National Association of Secondary School Principals look at the causes, impacts, and strategies for principal retention.

Report

California’s Special Education Teacher Shortage

Feb 18 2020

A severe special education teacher shortage threatens the ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. LPI researchers review the factors contributing to special education teacher turnover and provide evidence-based policy strategies aimed at resolving the shortage.

Learning in the Time of COVID-19

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