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In 2015, LPI began its work to bring high-quality evidence into policy and practice at the federal, state, and local levels with the goal of creating a stronger and more equitable education system. This report encompasses the past five years of research and impact and creates a blueprint for the work ahead.
Maria E. HylerDesiree Carver-ThomasMarjorie WechslerLarkin Willis
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The Districts Advancing Racial Equity tool provides a practical and accessible resource for understanding, assessing, and advancing racial equity within school districts. The tool captures research-informed, high-leverage aspects of schooling that school leaders can use to create systems that build on the strengths of and respond to the needs of students of color.
Michael GriffithJessica CardichonMichael A. DiNapoli Jr.
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A new bipartisan federal COVID-19 rescue package will supply public schools with additional financial support to help address a wide range of needs. The question is, what will this long-awaited federal aid provide and what more will be needed to allow schools to open safely and offer quality instruction?
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As many as 10 million students and more than one million public school employees who are engaged in some form of in-person learning may be at risk of heightened exposure to COVID-19, due to outdated and poorly functioning heating, ventilation, and air conditioning (HVAC) systems. The risk is greatest in schools serving predominantly students of color and students from low-income families. Federal funding is critical to addressing the pressing need to repair and update existing systems.
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In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.
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In the fall of 2019, hundreds of thousands of California’s students were learning in classrooms staffed by teachers who were not fully certified. Shortages vary across the state and by subject and are likely to be further impacted by the COVID-19 pandemic. However, a number of policy solutions have the potential to mitigate ongoing shortages.
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In 2020, internet connectivity and adequate devices are a necessity, not a luxury. And the cost of providing our young people with these necessities is well within our reach. Federal investments are critical to ensuring all students have the high-speed broadband and technological devices they need to access instruction and support. This includes making sure that any technology provided is accessible for English learners and for students with disabilities.
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The entire country is grappling with educational access during the COVID-19 pandemic. Persistent shortages of well-prepared teachers remain a dire concern, and are distinctly worse in districts serving the highest numbers of students from low income families. California has taken steps to address shortages in recent years—this report highlights the primary factors driving shortages and shares research on eight key strategies that can attract and retain well-prepared teachers.
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More than 5 million children in the United States live in deep poverty, including nearly 1 in 5 Black children under the age of 5. These numbers will no doubt grow, given the explosion of the health and economic crisis caused by the COVID-19 pandemic. Now, more than ever, school systems need a more robust, reliable, and valid measure of students experiencing deep poverty in order to align services and supports with student need.
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National estimates show that during the 2015–16 school year, nearly 11.4 million days of instruction were lost due to out-of-school suspensions. Disciplinary actions that remove students from the classroom, coupled with lost instruction caused by COVID-19, have resulted in high rates of learning loss, particularly for students of color and students with disabilities. As students’ opportunities to learn continue to diminish, educational inequities persist.
