Reimagining College Access (RCA) is a groundbreaking national effort dedicated to fostering deeper learning and the use of performance assessments in k-12 education and in higher education admissions, placement, and advising decisions.
This webinar series, Achieving Equity Through Deeper Learning, 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.
State and district leaders have an unprecedented opportunity to use COVID-19 relief funding to saddress the short-term needs associated with the pandemic and to invest in long-term structural changes that will make schools more equitable and whole-child focused. Community schools offer an approach to address both. This toolkit can help communicate about the opportunity for community schools right now, as well as about what community schools are and what they can achieve.
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Phi Delta Kappan | LPI Executive Director Patrick M. Shields teams up with Barnett Berry, CEO of the Center for Teaching Quality, on the lead story in Phi Delta Kappan magazine’s May 2017 issue on the teacher shortage. The authors look back at successful efforts in California and North Carolina to address earlier teacher shortages, which they suggest offer guidance for solving today’s challenges. The issue includes articles on teacher residencies and recruitment and retention strategies, also by LPI authors.
Linda Darling-HammondLisa FlookChanna Cook-HarveyBrigid BarronDavid Osher
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Applied Developmental Science by Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher | Our understanding of human development and learning has grown rapidly in recent years, providing insight into how to shape more effective educational practices. This article draws from several branches of educational research about well-vetted strategies to support the kinds of relationships and learning opportunities that promote children’s well-being, healthy development.
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Education Policy Analysis Archives by Linda Darling-Hammond, Anne Podolsky, Leib Sutcher, Desiree Carver-Thomas, Tara Kini, Joseph Bishop, et. al. | The articles in this special issue examine the wave of teacher shortages in the United States. The authors describe the current state of the supply, demand, and distribution of America’s public school teachers and highlight the kinds of evidence-based policies that can break the cycle of teacher shortages.
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The Journal of Professional Capital and Community article, published in 2019, expands on the initial LPI report by situating the study within broader theories of human capital in the economic literature and discussing the implications of the findings for teachers’ professional development, school leadership, policy, and research.
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A positive school climate—where students feel a sense of safety and belonging and where trust prevails—improves academic achievement, test scores, grades, and engagement and helps reduce the negative effects of poverty on academic achievement. To bring about such environments, teachers, paraprofessionals, and school and district leaders must be prepared to create the school and classroom structures that encourage secure relationships.
