Feb 15 2018, 3:00 PM EST to Feb 16 2018, 2:59 PM EST

Webinar: Increasing Opportunities for Deeper Learning

The views, thoughts and opinions expressed in this video belong solely to the speakers, and do not necessarily reflect the perspective of the Learning Policy Institute.

Cosponsored by the Learning Policy Institute and the Center for the Transformation of Schools,
UCLA Graduate School of Education & Information Studies

Join the conversation on social media: #EquityThruDeeperLearning

On February 15, the Learning Policy Institute launched a new webinar series, Achieving Equity Through Deeper Learning, that focuses on why deeper learning is crucial for students in today’s innovation economy and how we can achieve greater equity in access to deeper learning. 

The first webinar, Increasing Opportunities for Deeper Learning, addressed ways that schools and school districts can improve academic achievement, particularly among students who are farthest from opportunity, through engaging students in learning that focuses on meaningful mastery of subjects, critical thinking, problem-solving, collaboration and other skills necessary for college, career, and civic participation in the 21st Century. It included real-world examples of schools and districts that have successfully expanded access to deeper learning for students from underserved populations.

The webinar included a discussion of successful efforts to introduce and sustain this kind of learning in schools and districts, as well as potential obstacles to successful implementation.


  • Pedro Noguera, Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA
  • Kent McGuire, Program Director of Education at the William and Flora Hewlett Foundation
  • Carlos Moreno, Co-Executive Director of Big Picture Learning
  • Linda Darling-Hammond, President of the Learning Policy Institute

This Diversity, Equity, and Inclusion Initiative webinar series is supported by a grant from the William and Flora Hewlett Foundation.

Image courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.