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The Washington Post Live | In a conversation as a part of the “Opportunity in Crisis” series, Linda Darling-Hammond and Nevada State College President DeRionne Pollard examine the current state of education, ways to equip students with skills they need in a rapidly changing world, and how to build a more equitable future in education.
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Forbes by Tom Vander Ark | "Design Principles for Schools outlines the opportunity to intentionally shape experiences and environments for equity," Vander Ark writes in an extensive look at a report, produced by LPI and Turnaround for Children in partnership with the Forum for Youth Investment and in association with the SoLD Alliance.
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Cajon Valley Union School District | Using the six design principles for summer learning and beyond created by LPI and the Spencer Foundation, Cajon Valley Union School District implemented Camp Cajon. The free program provides district students with multiple activities including daily daily field trips, computer science, engineering, club level sports, and performing arts with the support of teachers, counselors, staff, and partners.
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EdSource by Donna Glassman-Sommer and Marvin Lopez | EdSource cites an LPI report to highlight how California's already critical teacher shortage has been compounded by early retirements and resignations brought on by the pandemic. Using examples from another LPI report, the article provides a road map for recruiting and retaining more teachers to address the shortage.
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The Washington Post by Hannah Natanson, Valerie Strauss, and Katherine Frey | Students with disabilities have experienced particular disruption of their schooling and special education services as a result of the pandemic. This article points to LPI research on California’s special education teacher shortage to highlight a lack of trained and credentialed special-education teachers to support students with special needs.
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West Virginia Public Broadcasting by Liz McCormick | The West Virginia Board of Education received a presentation from LPI staff as a part of efforts to ensure both teachers and students are supported during the pandemic. This interview with Ryan Saunders highlights teacher shortages as one of the state's major issues and explores LPI's recommendations for getting well-trained teachers in the classroom to promote recovery for students.
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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.
