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The Washington Post by Donna St. George, Hannah Natanson, and Perry Stein | More than $1.8 billion in federal funds have been designated to school systems within the Washington, D.C., region. Schools have broad discretion in deciding how to designate the federal relief, but 20% of the money must target learning loss. LPI’s Michael Griffith offers perspective on how schools can allocate funds.
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Forbes by Linda Darling-Hammond and Barbara McKenna | The guilty verdicts for George Floyd’s killer are a moment of hope on a backdrop of persistent race-based violence. And while we celebrate this moment as a major event in bending the arc of history toward justice, there is enormous work to be done to achieve racial justice and reconciliation for all, and each of us has a role to play in that work.
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SoLD Alliance by Pamela Cantor, M.D., Linda Darling-Hammond, Merita Irby, and Karen Pittman | Education and youth development leaders have come together to foster the transformation of education and learning systems to embrace what we know about how children learn and develop. This work joins scientific research to the deep experiences of practitioners to foster learning experiences and opportunity to many more students—experiences that are transformative, empowering, personalized, and culturally affirming.
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Forbes by Linda Darling-Hammond and Adam K. Edgerton | To reopen schools safely & effectively, we must move past remediation and use principles applying brain science and research on how people learn. In this commentary, Linda Darling-Hammond and Adam Edgerton write that at the center of this reinvention are relationships and social emotional learning.
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The Hill by David Adams, Nithya Joseph and Jordan Posamentier | Social and emotional skills have become especially valuable for equitable and effective recovery from the impact of COVID-19 on education. This commentary, featuring contributions from LPI’s Stephen Kostyo, highlights the importance of prioritizing students’ and educators’ social and emotional needs so they can engage academically while also being able to cope with challenges and overcome trauma.
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Edutopia | A growing body of research shows that project-based learning can have a positive impact on achievement and engagement. Linda Darling-Hammond describes how a rigorous project-based approach fits in with what we know works for students: "When a student is deeply engaged in a project, their brain is awake and alert, because they are engaged and they're interested."
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The New York Times by Amelia Nierenberg and Kate Taylor | Citing an LPI analysis of the American Rescue Plan Act of 2021, this article examines how states and districts can use the nearly $129 billion designated for k–12 education. With few limits on how the money can be used, funds can be allocated for filling budget holes or providing critical services to support students.
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Edutopia by Emelina Minero | Edutopia shares methods to help teachers to build strong relationships with students in accordance with the science of learning and development. Linda Darling-Hammond offers commentary on how such methods support students’ learning: “If you’re in a positive emotional space, if you feel good about yourself, your teacher. That actually opens up the opportunity for more learning.”
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EdSource by Diana Lambert | This EdSource article and related podcast highlight an LPI report written by Desiree Carver-Thomas, Melanie Leung, and Dion Burns examining the effects of COVID-19 on California's teacher workforce. “Teacher shortages were not created overnight, nor will they be solved with quick, band-aid solutions,” Carver-Thomas says.
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District Administration by Matt Zalaznick | The convergence of early retirements, resignations, and a decrease in new teachers entering the profession has created a shortage of well-prepared teachers in California. This teacher shortage has only been exacerbated by COVID-19 and is now more visible as schools prepare to reopen. District Administration highlights research and recommendations from this LPI report for addressing these challenges.
