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The prestigious Yidan Prize has been awarded to Linda Darling-Hammond and Professor Yongxin Zhu, Founder of the New Education Initiative (NEI) and Professor of Education at Soochow University. The award recognizes their innovative work in promoting inclusive and equitable access to education, ensuring every learner can reach their full potential.
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Teacher shortages were a concern in the United States even before the pandemic, but, since the pandemic hit the country, they have become even more widespread. Experts discuss this concern and how it can be addressed in this Congressional hearing of the Labor, Health and Human Services, Education, and Related Agencies subcommittee.
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LPI has received a $16 million donation from philanthropists MacKenzie Scott. The gift, along with general operating support from the S. D. Bechtel, Jr. Foundation, Heising-Simons Foundation, William and Flora Hewlett Foundation, Raikes Foundation, and Sandler Foundation and additional funding from many other generous donors, supports LPI’s mission to advance evidence-based policies for equitable and empowering learning.
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While many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss, a new report argues that intensive remediation alone will not meet students’ needs and—if conducted in a way that is segregating, stigmatizing, and separated from children’s real-life concerns—could even deepen inequalities and exacerbate trauma.
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One year into the COVID-19 pandemic, policymakers’ attention is increasingly focused on efforts to safely reopen schools for in-person instruction and address lost instructional time for students. However, critical teaching shortages, a challenge that predates the pandemic but has worsened in many districts since its emergence, may jeopardize schools’ ability to safely reopen or stay open.
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The disruption to education presents an opportunity for policymakers and educator to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. A new, comprehensive framework by the Learning Policy Institute outlines how policymakers and education leaders can address the pressing question of how to reopen schools safely, effectively, and equitably to serve the needs of the whole child.
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As poverty rates grow in the wake of the COVID-19 pandemic a new study evaluates the shortcomings of commonly used child poverty measures and proposes alternatives.
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While teacher shortages continue to be a critical issue in the United States, a lesser known but equally important shortage is also hampering the country’s efforts to provide quality educational opportunities for students—principal shortages. Nationally, nearly one in five principals leave their schools each year and the average tenure of a principal is about four years. These numbers are higher in the under-resourced schools that tend to serve the highest populations of students of color and students from low-income families.
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Two studies create a through line from children to practitioners to policy, describing the essential skills required for young children to be kindergarten ready, the skills educators need to teach them, and effective policies and practices for early educator preparation.
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This letter from LPI to the U.S. Department of Education addresses the Department’s proposal to eliminate key questions from the biannual Civil Rights Data Collection. These data are gathered by the Department’s Office for Civil Rights and shed light on inequities in educational opportunities for students, providing valuable information for researchers, advocates, and policymakers.
