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LPI Blog


Showing 20 of 161 results
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Two young students sit at a classroom table, drawing on paper with markers
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| In 2021, California committed to providing universal prekindergarten to all 4-year-olds and income-eligible 3-year-olds by 2025–26. Melanie Leung-Gagné and Hanna Melnick write about how schools and districts across the state are progressing on the planning and implementation for this ambitious expansion.
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Three high school students stand and work together on building a windmill for a  science project.
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| Many students across the country don’t have access to opportunities to learn that prepare them for post-secondary life. Linda Darling-Hammond and Byron Ernest elevate examples from California and Indiana to illustrate how state boards of education can create innovative and equitable education models.
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Blog series: Educating the Whole Child. Restorative Justice at Fremont High School by Sarah Klevan
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| Fremont High School in Oakland, CA, is among the many schools seeing benefits from adopting restorative practices in place of exclusionary discipline policies such as suspensions and expulsions, which disproportionately impact students of color and students with disabilities. Since implementing these policies, Fremont has reduced suspension rates and increased enrollments.
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A group of diverse high school students stand in front of a school building, holding up a blue banner with white and yellow lettering: "A schools of opportunity for all students: Rainier Beach High School."
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| Fifty public high schools that have been identified as “Schools of Opportunity” are founded on policies and practices that address achievement gaps by improving opportunities to learn. Kevin Welner and Kate Somerville discuss four lessons learned from these exemplary high schools.
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Graphic with text over background of stylized people in pastel rainbow colors: "Blog Series - Educating the Whole Child - Students Need Social and Emotional Learning"
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| Parents, teachers, and researchers agree: Students need social and emotional skills to reach their full potential. Students may face hardships that impede their ability to learn, such as discrimination, housing insecurity, and school safety. Schools can enact polices that support whole child development to help their students’ through difficult times.
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White text over a darkened photo of a teacher wearing a mask helping a student: "Solving Teacher Shortages: New Year Policy Actions"
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| As we ring in 2023, educators are leaving the teaching profession in record numbers. Federal policymakers should take action with a focused and purposeful set of policies to strengthen the educator workforce.
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Learning in the Time of COVID-19 blog series: Road to Learning Recovery by Linda Darling-Hammond
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| Across the nation, many are marking the beginning of the end of the COVID-19 pandemic that has kept us apart for the past 2.5 years. But in education, it’s clear we can’t return to the old normal.
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Blog Series: Educating the Whole Child, on Attendance Matters by Hedy N. Chang
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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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Learning in the time of COVID-19: Top 10 Steps for Back-to-School by Jennifer Bland
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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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The welcome sign at the front of a school that says "Robb Elementary School." The sign is surrounded by a memorial of flowers and crosses with children's names.
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| Following the school shooting in Uvalde, TX, there have, once again, been calls for armed teachers or security officers in schools. But research shows that more guns don’t make schools safer. Instead, there are three evidence-based strategies for increasing school safety: gun controls, reporting of warning signs, and school-based social-emotional and mental health supports.