Laura E. HernándezLinda Darling-HammondNatalie Nielson
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The science of learning and development demonstrates the value of positive relationships for student success and well-being. Secondary schools can integrate structures to cultivate the conditions that enable healthy attachments to grow between teachers and students, as well as between and among school staff and students’ families.
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Studies link positive school climate to lower teacher attrition rates and several positive student outcomes, including increased academic achievement and attendance, higher graduation rates, and improved behavior. As a result, more schools and districts are collecting and using climate data to improve school environments and inform policy and practice.
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In consultation with over 700 practitioners, nonprofit leaders, teachers, coordinators, researchers, and policymakers, among others, a national collaboration known as Community Schools Forward developed a framework with six key integrated practices for high-quality community school implementation.
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This report analyzes the evolution and effectiveness of standards-based reforms in U.S. education beginning with increased federal involvement through the 1965 Elementary and Secondary Education Act to more recent reforms, and explores the role of state governments in implementing systemic reforms aimed at aligning educational issues to enhance student outcomes.
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Studies link positive school climate to teacher outcomes such as retention and student outcomes, including increased academic achievement and attendance, higher graduation rates, improved behavior. As a result, more schools and districts are collecting and using climate data to improve school environments and inform policy and practice.
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In 2021, California began a significant expansion of PreK, including expanding state funding for transitional kindergarten and a legislative commitment to maintain other federally and state-funded PreK options for income-eligible families. Data show promising increases in enrollment of 4-year-olds, both in absolute terms and relative to trends in other states.
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Since the 2001 No Child Left Behind Act, state assessments have prioritized easily generated, comparable scores, often at the expense of teaching and learning. States looking to improve assessments can draw from those that have redesigned systems to align with research on student learning and student-centered instruction.
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In response to recent changes in math curriculum expectations set by the BOARS Committee at the University of California, Linda Darling-Hammond discusses the need for better coordination and decision-making between K-12 and higher education, as well as reformed K-12 curriculum, and improved teacher preparation and support.
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Teacher shortages are widespread, yet layoffs occur annually. This paradox stems from converging factors such as state and local funding decisions, fluctuations in public school enrollment, and the impending expiration of federal ESSER funds.
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The science of learning and development reveals how to design high schools so that learners can thrive in environments that support individualized development; where they have strong, supportive relationships; and where their social, emotional, physical, and cognitive needs are met.
