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Shifting sociopolitical and policy dynamics have put a spotlight on systemic inequities and the need for school systems to implement policies that advance equity. This research synthesis examines education policy research from the past 15 years to illuminate how scholars have investigated reforms intended to redress inequity and what actions the field may undertake to inform equitable schooling and policymaking.
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Student poverty was a concern in the U.S. even before the COVID-19 pandemic, when 1 in 5 children already lived in low-income families. This study evaluates the shortcomings of commonly used child poverty measures, including the Free or Reduced-Price Lunch program, and proposes alternatives.
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As poverty rates grow in the wake of the COVID-19 pandemic a new study evaluates the shortcomings of commonly used child poverty measures and proposes alternatives.
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Those of us who work in education must acknowledge that our school systems have been complicit in perpetuating systemic racism, including through the criminalization and marginalization of Black children. Our goal in this moment must be to dismantle these discriminatory policies and replace them with approaches that honor the dignity of the lives of Black children as they do of all children.
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Schools, districts, educators, and families are not equally empowered to switch to distance education in response to the pandemic. Educators, policymakers, and partners have taken on the essential work of bridging the technology gap, but tactical interventions alone are insufficient. Another challenge—and opportunity—brought on by the COVID-19 crisis is the need to shift to next-generation instructional models characterized by collaboration, student agency, and opportunities to learn in diverse settings.
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To make the most of federal funds through the Coronavirus Aid, Relief, and Economic Security (CARES) Act, districts and states should invest in systems, structures, and supports that increase long-term capacity and produce immediate benefits for historically underserved students. Here are five evidence-based and equity-focused investments to support students and schools grappling with the impact of the COVID-19 crisis.
Jessica CardichonLinda Darling-HammondMan YangCaitlin ScottPatrick M. ShieldsDion Burns
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Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience.
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This letter from LPI to the U.S. Department of Education addresses the Department’s proposal to eliminate key questions from the biannual Civil Rights Data Collection. These data are gathered by the Department’s Office for Civil Rights and shed light on inequities in educational opportunities for students, providing valuable information for researchers, advocates, and policymakers.
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In an era of landmark education reforms and investments, a number of California school districts are achieving extraordinary results with students across racial and socioeconomic groups. These districts used complex, systematic approaches that were closely tailored to their communities’ needs and promoted opportunities for all young people to develop critical thinking, problem-solving, collaboration, and communication competencies—often referred to as “deeper learning” skills.
Dion BurnsLinda Darling-HammondCaitlin ScottTaylor AllbrightDesiree Carver-ThomasEupha Jeanne DaramolaJane L. DavidLaura E. HernándezKate E. KennedyJulie A. MarshCrystal A. MooreAnne PodolskyPatrick M. ShieldsJoan Talbert
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This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.
