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.
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.
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.
Effective systems of accountability and continuous improvement support schools and districts in assessing progress, identifying needs, and overcoming barriers to teaching and learning.
The Shared Learning Initiative builds the capacity of California communities to advance more equitable and racially just school systems through partnerships with school and district leaders.
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.
Effective school design can support the whole child by providing high-quality academic learning, promoting strong interpersonal relationships, and offering authentic and culturally sustaining instruction.
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.
LPI—in partnership with WestEd and the Friday Institute—has developed a series of research reports, associated briefs, and an overall Action Plan to provide a research base to inform North Carolina policy reform.
