Press Releases

• 

  Press Release

  New Report and National Initiative Focus on College Admission for 21st Century Learning

  Jan 18 2018

  |

  As states, districts, and schools are expanding instruction to include the competencies associated with college, career, and civic readiness, they are also developing ways to measure mastery of these deeper learning and higher-order thinking skills. These measures include performance assessments, such as portfolios, capstone projects, and senior defenses, alongside classroom performance. Meanwhile, more than 900 colleges have made standardized tests optional in their admissions processes and are looking for additional ways to recognize an array of student accomplishments. A new report looks at how these assessments, which focus on the kind of learning students will need to be successful in our innovation economy, are being used to inform college admission, placement, and advising decisions, as well as how they are being used to leverage deeper forms of learning at all levels. 

  Topics Deeper Learning: Curriculum, Instruction & Assessment​, Deeper Learning: College, Career & Civic Participation, Deeper Learning
• 

  Press Release

  Creating Quality School Choices for All America’s Children

  Dec 18 2017

  |

  The Trump administration’s focus on “school choice” has shined a spotlight on charter schools and private school vouchers as ways to improve education, but evidence shows that these strategies do not always result in stronger outcomes for children. Additionally, charters and vouchers are not the only “school choices” available. A new report from the Learning Policy Institute provides information on the range of school choices available and what factors shape their outcomes.  

  Topic Equitable Resources​ and Access
• 

  Press Release

  Community Schools: Closing Opportunity Gaps for Students in Need

  Dec 14 2017

  |

  Growing economic and racial inequality are impacting many children’s health and welfare, as well as educational and life success. To address these inequalities, policymakers increasingly look to community schools as an effective approach for supporting students and their families in neighborhoods facing concentrated poverty. A new study from the Learning Policy Institute finds that, when implemented well, these schools  help students overcome such challenges, improving their educational outcomes by removing out-of-school barriers to learning.

  Topics Equitable Resources​ and Access, Accountability and Improvement, Deeper Learning, Deeper Learning: College, Career & Civic Participation, Deeper Learning: School Organization & Design
• 

  Press Release

  Where Have All the Teachers Gone?

  Aug 16 2017

  |

  When students return to school in the upcoming weeks, many will enter one of the more than 100,000 classrooms across the country staffed by an instructor who is not fully qualified to teach. This is because many districts, facing ongoing teacher shortages, are hiring underqualified candidates to fill vacancies. While shortages tend to draw attention to recruitment issues, a new report, just released by the Learning Policy Institute (LPI), finds that 90% of the nationwide demand for teachers is created when teachers leave the profession. Some are retiring, but about two thirds of teachers leave for other reasons. Addressing early attrition is critical to stemming the country's continuing teacher shortage crisis.

  Topics Educator Quality: Recruitment & Retention​, Educator Quality
• 

  Press Release

  Community Schools Show Promise As School Improvement Strategy

  Jun 05 2017

  |

  Community schools can be a successful strategy for improving schools under the federal Every Student Succeeds Act (ESSA), according to a policy brief released by the National Education Policy Center and the Learning Policy Institute. The brief, Community Schools: An Evidence-Based Strategy for Equitable School Improvement, finds that community schools, an increasingly popular school improvement strategy, are strongly supported by research evidence, as required by ESSA.
• 

  Press Release

  As Administration Proposes Cutting Federal Funding for Teacher Professional Development, New Study Shows It Can Improve Student Achievement

  Jun 05 2017

  |

  A study released by the Learning Policy Institute demonstrates how well-designed teacher professional development programs significantly improve student achievement, challenging the logic behind the Administration’s proposal to eliminate funding for those programs. The new report, Effective Teacher Professional Development, reviewed 35 scientifically rigorous studies conducted over the past 30 years which showed significant gains in student achievement resulting from teacher development programs.
• 

  Press Release

  California’s Patchwork of Early Care and Education Programs Leaves Many Young Children Without Access to Essential Learning Opportunities

  Jun 01 2017

  |

  California is home to more than 3 million children from birth through age 5. These children are in a critical phase of development that will, in part, determine their long-term academic success, health, and well-being. And, while research shows that participation in high-quality early care and education programs (ECE) can have a highly positive impact on children’s development, many of California’s children don’t have access to that care. A report by the Learning Policy Institute, Understanding California’s Early Care and Education System, lays out the key problems that need to be solved.
• 

  Press Release

  How States Can Foster Social-Emotional Learning Under ESSA (And Why it Matters)

  Apr 18 2017

  |

  As states develop new accountability and improvement systems under the Every Student Succeeds Act, a new report examines ways that social and emotional learning and school climate can be included.
• 

  Press Release

  New Study Finds That, One Year Later, California Teacher Shortages Are Worse

  Feb 08 2017

  |

  A just-released follow-up to a January 2016 report on teacher shortages in California shows that shortages have worsened in the past year, with especially severe shortages continuing in special education, math, and science. The update compares data from 2015-16 with earlier data, finding that while roughly the same number of teachers are entering the profession each year, the increasing demand for teachers in California is far outpacing the supply.

  Topic Educator Quality
• 

  Press Release

  Leading Education Policy Institute Encourages California to Include Teacher Quality Investments in New Special Education Funding Plan

  Jan 10 2017

  |

  Statement of Learning Policy Institute President Linda Darling-Hammond on California Governor Jerry Brown’s Proposed Budget for Special Education | As a leading national institute conducting and communicating research to improve education policy and practice, LPI applauds Governor Jerry Brown’s proposal in this year’s budget summary to study special education funding in the service of improving special education in California. As state leaders explore strategies for funding reform, we hope they will attend to the state’s urgent need to build a supply of high-quality teachers.

  Topic Educator Quality

Pages