The Teacher Licensure Collaborative supports participating states in revising teacher licensure and certification standards to incorporate whole child practices, include social and emotional learning, and ensure alignment with the science of learning and development.
The State Performance Assessment Learning Community (SPA-LC) is a national effort that supports states seeking to enact performance-based systems of assessment at scale.
The Reimagining College Access (RCA) initiative is a national effort to advance the use of student performance assessments to inform higher education admissions, placement, and advising decisions.
The Racial Equity Leadership Network (RELN) is a fellowship program for district leaders who are committed to addressing persistent disparities in their systems and ensuring that race, ethnicity, and socioeconomic status are not predictors of student success.
LPI—in partnership with WestEd and the Friday Institute—has developed a series of research reports, associated briefs, and an overall Action Plan to provide a research base to inform North Carolina policy reform.
Following a major court decision requiring more adequate and equitable school funding in New Mexico, the Learning Policy Institute conducted research to support the development of a new, equitable and high-quality system of education.
The Educator Preparation Laboratory (EdPrepLab) is an initiative developed to support and strengthen high-quality educator preparation in the United States.
The Whole Child Policy Table unifies and coordinates the work of a broad set of policy partners working to create school environments in which every student is supported to learn and thrive academically, socially, and emotionally.
To help inform California’s systemic shifts towards whole child education, the Learning Policy Institute provides critical and timely research across several key issue areas.
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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.
