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Our schools are among the most unequally funded in the industrialized world, with some states or districts spending more than double what others spend per pupil. Money properly spent on the right educational resources for students who need them the most — especially on well-qualified educators and keeping classes at reasonable sizes — can make a huge difference.
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On the 2013 National Assessment of Educational Progress, the average reading and math scores of 8th-grade black boys were barely higher than those of 4th-grade white girls, and Latino boys did only marginally better. The male adolescents who participated in a program called Match, where teenage students work two-on-one with a math tutor, ended up as much as two years ahead of a control group. Here is why.
Growing research demonstrates the benefits for all students of teachers of color. Evidence also points to promising practices to help teachers of color overcome the unique barriers they face and expand diversity in the teaching workforce.
To help inform California’s systemic shifts towards whole child education, the Learning Policy Institute provides critical and timely research across several key issue areas.
Community schools are an evidence-based strategy to advance equity and reduce barriers to learning by providing the services needed to support student and family well-being.
Advances in education policy and practice are needed to mitigate the systemic disparities that prevent many Black, Indigenous, and other children of color from accessing a high-quality, empowering education.
The Racial Equity Leadership Network (RELN) is a fellowship program for district leaders who are committed to addressing persistent disparities in their systems and ensuring that race, ethnicity, and socioeconomic status are not predictors of student success.
Evidence shows that adequate and equitable financing of public schools improves a range of outcomes for all students, yet disparities in school funding shortchange many children in the United States.
LPI has conducted research on several individual states, often at the request of state policymakers, to help inform evidence-based policies and support the work of states to reimagine their education systems.
Schools need diverse, well-prepared educators. A high-quality educator workforce requires investments in teacher preparation and learning, policies to increase recruitment and retention, and strategies to sustain educator capacity to create and innovate.
