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In response to recent changes in math curriculum expectations set by the BOARS Committee at the University of California, Linda Darling-Hammond discusses the need for better coordination and decision-making between K-12 and higher education, as well as reformed K-12 curriculum, and improved teacher preparation and support.
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In recognition of her profound impact in improving public education for 5.8 million California students and their families, the National Association of State Boards of Education has named LPI President Linda Darling-Hammond as its 2023 Policy Leader of the Year.
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LPI Senior Researcher and Policy Analyst Michael Griffith shared insights with Pennsylvania state lawmakers on school funding solutions that can foster equitable access to a high-quality education for all students.
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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.
