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BBC News, Ohio by Pratiksha Ghildial | Trends in teacher supply and demand have been unbalanced for years and are being exacerbated by the pandemic. "If we could, as a country, hold on to our teachers, support them, keep them in the workforce, keep them satisfied in their profession and on a competitive wage, we would go a long way towards solving our shortages,'' said Tara Kini.
John BrittainLarkin WillisPeter W. Cookson, Jr.Michael Alves
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Decades after Brown v. Board of Education, U.S. schools remain heavily segregated by race and ethnicity. This article in a special issue of Poverty & Race from the Poverty & Race Research Action Council discusses how regional finance & desegregation plans can promote school desegregation and educational equity.
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In this issue of the Reimagining College Access newsletter: Review of the 4th annual RCA convening, the feasibility of admissions lotteries in higher education admissions, and how districts are expanding the use personalized, competency-based education.
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A thoughtful planning process following the first few months of distance learning led one San Francisco Bay Area school district to rethink its professional development strategy for elementary math instruction. The result: More collaboration, alignment, and engagement among teachers and minimal disruption to student learning, even when the pandemic necessitated switching of classrooms and teachers.
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Getting Smart by Sheryl Gomez and Jasmine Tucker | The $190 billion investment of federal COVID relief dollars for k–12 education has created the opportunity to reimagine schools and build more equity in education budgets. “Funds should develop the teacher capacity for accelerating learning, personalization, and differentiated instruction,” said LPI’s Monica Martinez.
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Polarizing and inaccurate framing of social and emotional learning (SEL) has caused concern for some parents. The authors examine a Fordham survey that sheds light on why and discuss how to help parents understand that SEL and academics are inextricably connected and not an either/or choice.
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K-12 Dive by Shawna De La Rosa | This K-12 Dive Brief highlights how restorative approaches can help schools move away from exclusionary disciplinary policies as described in an LPI brief. Examples from Nevada and California show how these restorative approaches have been put into practice to create greater equity among students.
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The science of learning shows that addressing student behavior with restorative practices rather than zero-tolerance discipline is essential for students’ healthy development and academic success. Using examples from districts across the country, LPI researchers discuss key lessons on what is needed to successfully implement restorative approaches to create safe, inclusive schools that promote well-being and connectedness.
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A historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver whole child education. Examining key elements of the new law, LPI and Opportunity Institute researchers lay out evidence-based principles of high-quality community schools implementation that are aligned with the science of learning and development and discuss the need for technical assistance.
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Schools across California have reopened for in-person learning, undertaking the challenging but crucial work of ensuring student safety. Examining multiple districts across the state, LPI researchers provide important models and key lessons for safe school reopening. As their work demonstrates, schools implementing multilayered mitigation strategies can stay open safely, minimize further disruptions to learning, and ensure that students can focus on their education and reconnecting to their school community.
