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Showing 1 - 10 of 11 resources

Article

The Challenges and Opportunities of Advancing Equity through Education Policy

Laura E. Hernández

Aug 01 2020
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Shifting sociopolitical and policy dynamics have put a spotlight on systemic inequities and the need for school systems to implement policies that advance equity. This research synthesis examines education policy research from the past 15 years to illuminate how scholars have investigated reforms intended to redress inequity and what actions the field may undertake to inform equitable schooling and policymaking.

Topic Equitable Resources and Access
Article

Why School Climate Matters and What Can Be Done to Improve It

Jennifer DePaoli ,

Linda Darling-Hammond

May 01 2020
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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.

Topics Deeper Learning, Equitable Resources and Access, Educator Quality
Article

Does Teaching Experience Increase Teacher Effectiveness? A Review of US Research

Anne Podolsky,

Tara Kini,

Linda Darling-Hammond

Oct 21 2019
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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.

Topics Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention, Educator Quality: Evaluation & Career Development
Book

Preparing Teachers for Deeper Learning

Linda Darling-Hammond,

Jeannie Oakes,

Steve Wojcikiewicz,

Maria E. Hyler,

Roneeta Guha,

Anne Podolsky,

Tara Kini,

Channa Cook-Harvey,

Charmaine Mercer,

Akeelah Harrell

May 28 2019
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In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and developing interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. This has significant implications for teacher preparation programs. This book examines those implications and several programs that are preparing their graduates to provide students with the "deeper learning" that prepares them for college, career, and civic participation.

Topics Educator Quality, Deeper Learning, Educator Quality: Professional Learning
Article

Which policies can break the cycle of teacher shortages?

Apr 08 2019
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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.

Topic Educator Quality
Article

Implications for educational practice of the science of learning and development

Feb 18 2019
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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.

Topic Deeper Learning
Book

With the Whole Child in Mind: Insights from the Comer School Development Program

Linda Darling-Hammond,

Channa Cook-Harvey,

Lisa Flook,

Madelyn Gardner,

Hanna Melnick

Oct 01 2018
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The School Development Program (SDP) established by child psychiatrist James P. Comer and the Yale Child Study Center, is grounded in the belief that successful schooling—particularly for children from disadvantaged backgrounds—must focus on the whole child. With the Whole Child in Mind describes SDP’s six developmental pathways and explains how the program's nine key components create a comprehensive approach to educating children for successful outcomes.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Article

What Makes Social-Emotional Learning So Important

Linda Darling-Hammond

Sep 01 2018
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In this special issue devoted to social-emotional learning and school climate, Darling-Hammond explains the importance of social-emotional learning and describes the four measures that can contribute to school environments in which students are motivated and feel they belong, which supports their learning. (Image: © The Aspen Institute, Greg Gersch)

Topic Deeper Learning
Book

On the Road to High-Quality Early Learning: Changing Children's Lives

Marjorie Wechsler,

David L. Kirp,

Titilayo Tinubu Ali,

Madelyn Gardner,

Anna Maier,

Hanna Melnick,

Patrick M. Shields

Jun 22 2018
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The book provides a comprehensive examination of how states can build high-quality early education systems: It discusses design and implementation, themes to guide program development, effective management and collaboration with state agencies, and the central role that teachers play in improving children’s lives. There is no single roadmap to excellence, but the varied experiences of states can provide important insights into the policies and practices that lead to quality early learning.

Topic Early Childhood Learning
Book Chapter

Why Black Women Teachers Leave and What Can Be Done About it

Desiree Carver-Thomas,

Linda Darling-Hammond

Aug 01 2017
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Black teacher turnover rates are significantly higher than those of other teachers in the United States. A chapter in the new book, Black Female Teachers: Diversifying the United States’ Teacher Workforce, reports on what causes these higher rates and what policy interventions might bring Black teachers back into the profession, including teacher residencies, loan forgiveness, mentoring and induction, and principal training programs.

Topics Educator Quality, Educator Quality: Recruitment & Retention

Pages

Santa Fe cityscape with the Bataan Memorial Building in foreground and mountains in the background

Report

Improving Education the New Mexico Way: An Evidence-Based Approach

Dec 01 2020

In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.

Report

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Oct 27 2020

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

Pages

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