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A recent California Task Force on K-12 Civic Learning noted that nationally, fewer than half of eligible young people ages 18-24 voted in the 2012 elections, and that the U.S. recently ranked 139th of 172 democracies around the world in voter participation. Is the standard approach to teaching civics failing to prepare students for their future roles as voters, jurors, and civic leaders?
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The pace of knowledge growth accelerates every year, with technology information now doubling every 11 months. Our world is being transformed by these new technologies, as well as shifting demographics and the demands of a global economy. Our children need to be prepared for this new world and all its complex realities. And that requires new approaches to learning.
Many states, districts, and schools are seeking to expand instruction to support higher-order thinking skills and are developing authentic performance assessments that measure student mastery on a deeper level.
Following a major court decision requiring more adequate and equitable school funding in New Mexico, the Learning Policy Institute conducted research to support the development of a new, equitable and high-quality system of education.
Findings from the science of learning and development contain powerful lessons for improving education to help every student access opportunities and reach their full potential.
The Whole Child Policy Table unifies and coordinates the work of a broad set of policy partners working to create school environments in which every student is supported to learn and thrive academically, socially, and emotionally.
A whole child education prioritizes the full scope of a child’s developmental needs to advance equity and ensure that every child reaches their fullest potential.
The Reimagining College Access (RCA) initiative is a national effort to advance the use of student performance assessments to inform higher education admissions, placement, and advising decisions.
The State Performance Assessment Learning Community (SPA-LC) is a national effort that supports states seeking to enact performance-based systems of assessment at scale.
On Friday, November 6, 2015, in Washington, DC, the Learning Policy Institute and Jobs for the Future held a timely discussion of how U.S. schools can provide a more equitable and empowering education for all young people. The event featured a discussion of two reports recently released by Jobs for the Future.
