Emma GarcíaMelanie Leung-GagnéSusan Kemper PatrickLinda Darling-Hammond
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Public school teachers earn, on average, only 76% of the salary of similarly college-educated professionals. In addition to being underpaid, a stunning 95% of teachers still pay out of pocket to supply their classrooms, averaging $470 a year in unreimbursed purchases.
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It’s estimated that more than 300,000 teaching positions in the United States were either unfilled or held by people who were not fully qualified but, as pressing as it is to get qualified teachers in classrooms immediately to address shortages, effective policy must also focus on recruiting a well-prepared and diverse pool of candidates, along with retaining effective educators.
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The Office of the California Surgeon General has launched a free, self-paced training resource designed to help educators, school personnel, and child care providers understand and respond to trauma and stress in youth.
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Although community schools have existed for 100-plus years, they have evolved over time to become a highly effective, research-based approach that improves education and equity.
Melanie Leung-GagnéSusan Kemper PatrickEmma García
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Teacher working conditions and student access to qualified and diverse teachers vary greatly by state. Bringing together data from every state, the authors describe their findings on the state of the teacher workforce and the implications for addressing teacher shortages.
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In the aftermath of the pandemic, as many children and youth are struggling with mental health and to reengage in learning, a growing chorus of people are calling for community schools as an approach to reinvent education to better serve students, educators, and families.
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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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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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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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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.
