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More than 50 years after the U.S. Supreme Court declared racially segregated schools unlawful in Brown v. Board of Education, educational opportunity and achievement gaps based on race, national origin, and class have endured. Limited protection for education as a civil right at the federal level and uneven protection at the state level have contributed to persistent inequities. Federal and state reforms could offer protection for education as a civil right and remedy racial discrimination.
John BrittainLarkin WillisPeter W. Cookson, Jr.Michael Alves
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Decades after Brown v. Board of Education, U.S. schools remain heavily segregated by race and ethnicity. This article in a special issue of Poverty & Race from the Poverty & Race Research Action Council discusses how regional finance & desegregation plans can promote school desegregation and educational equity.
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The science of learning shows that addressing student behavior with restorative practices rather than zero-tolerance discipline is essential for students’ healthy development and academic success. Using examples from districts across the country, LPI researchers discuss key lessons on what is needed to successfully implement restorative approaches to create safe, inclusive schools that promote well-being and connectedness.
Conra D. GistTravis J. BristolDesiree Carver-ThomasMaria E. HylerLinda Darling-Hammond
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Teachers of color and Indigenous teachers made up 16% of the teaching force in 2000 and 19% in 2019. This modest increase would have been more significant if not for high (and growing) attrition rates among these teachers. This article from a Kappan Special Report examines why teachers of color and Indigenous teachers leave the profession and what can be done to retain them.
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Many educators developed creative and effective strategies to teach their students by using technology in a variety of ways during the COVID-19 pandemic. As schools return to in-person learning, effective uses of technology should not disappear. Instead, they should become a foundation for students to engage in learning with other students in the classroom and beyond.
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Thanks to unprecedented funding from the American Rescue Plan and other federal, state, and local resources, school districts across the country are leveraging several evidence-informed strategies to accelerate learning and support student wellbeing. Local initiatives include conducting formative assessments to measure and support students’ growth and health, providing high-quality tutoring that is connected to classroom instruction, and expanding learning time.
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The convergence of disruption, innovation, empowerment, and new funding offers an unprecedented opportunity to reimagine how we "do school." This includes expanding access and broadening the scope of summer learning and before- and after-school opportunities to be more responsive to students and families and offer creative, project-based learning and enrichment activities that build skills, expand horizons, and lead to a wide range of positive student outcomes.
Jeannie OakesPeter W. Cookson, Jr.Janel GeorgeStephanie LevinDesiree Carver-ThomasFred FrelowBarnett Berry
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The conditions in and around high-poverty schools and communities result in far too many students not being educated adequately to participate in the global economy or become active, informed citizens. An analysis in North Carolina offers four sets of evidence-based recommendations to provide students with the resources and opportunities they need and put high-poverty schools on a path of equitable improvement.
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More than 1 in 5 of the nation’s students identified as experiencing homelessness reside in California. Students experiencing homelessness hold educational aspirations like those of their peers—to graduate from high school and go on to college. However, students experiencing homelessness face distinct challenges often due to the cumulative effects of poverty, instability, and disruption of social relationships associated with high mobility.
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The long-standing effort to desegregate schools in the United States has been fostered, in part, by the development of magnet schools. Magnet schools were launched in the 1960s and seek to achieve voluntary desegregation through parental choice by offering specialized instruction and innovative academic offerings. These schools present a compelling evidence-based option for promoting school diversity and positive student outcomes.
