Press Releases

Browse By

Showing 10 of 28 news stories

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
Press Release

Equity and ESSA: New Report Describes How States, Districts, and Schools Can Use the New Law to Close the Opportunity Gap for Underserved Youth

Dec 07 2016
|
The Every Student Succeeds Act (ESSA) includes a number of important requirements and opportunities to advance equity in U.S. education. A new report by the Learning Policy Institute, Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act, outlines the equity implications of ESSA and discusses ways in which the federal government, states, districts, and schools can promote equity for underserved children and youth. The report was released in conjunction with a briefing on Capitol Hill.

Topics Equitable Resources and Access, Deeper Learning
Press Release

District Survey Underscores Struggles and Highlights Potential Solutions to California's Teacher Shortage Crisis

Nov 30 2016
|
A Fall 2016 survey of California school districts reveals that the state’s teacher shortage has reached alarming levels, with 75% of surveyed districts indicating there are too few qualified teachers to fill their teaching vacancies. Teacher shortages leave districts with high rates of vacancies and force them to rely on underprepared teachers and substitutes, increase class sizes, and assign teachers outside of their areas of training. To better address shortages, particularly in high-need fields and schools, the state and districts will need to develop a variety of evidence-based strategies that can be targeted to meet the needs of different communities.

Topic Educator Quality
Press Release

Aspen Institute Launches National Commission to Make Social and Emotional Development Part of the Fabric of Every School

Sep 20 2016
|
Seizing on a shift in policy momentum, advances in research, and growing public support for a well-rounded education, the Aspen Institute today announced the National Commission on Social, Emotional, and Academic Development. The Commission will advance a new vision for what constitutes success in schools: the full integration of social, emotional, and academic development to ensure every student is prepared to thrive in school and in life.
Press Release

Nation is Staring at a Crisis in Finding, Keeping Qualified Teachers

Sep 14 2016
|
According to a new research analysis released by the Learning Policy Institute (LPI), the nation is staring at a serious teacher deficit that is only going to get worse unless steps are taken now to address it. The analysis, A Coming Crisis in Teaching? Teacher Supply, Demand and Shortages in the U.S., is accompanied by three related policy briefs and an interactive map that rates each state on various factors affecting teacher supply and demand.

Topic Educator Quality
Press Release

Getting ESSA Right

Jul 14 2016
|
On July 14, Linda Darling-Hammond, President and CEO of the Learning Policy Institute, testified before the U.S. Senate Committee on Health, Education, Labor & Pensions (HELP) during the hearing "ESSA Implementation: Perspectives from Education Stakeholders on Proposed Regulations." In her remarks, Dr. Darling-Hammond stressed that ESSA regulations must support accountability that leads to equity and improvement by providing transparency and clarity for action.

Topic The Every Student Succeeds Act (ESSA)

Pages

Press Release

Teachers of Color: In High Demand and Short Supply

Apr 19 2018

Research shows that teachers of color help close achievement gaps for students of color and are highly rated by students of all races—a fact that is all the more relevant in light of the release this month of data from the National Assessment of Educational Progress which show persistent achievement gaps between students of color and from low income families and their White and affluent peers. Unfortunately, although more teachers of color are being recruited across the nation, the pace of increase is slow and attrition rates are high, leaving growing gaps between the demand for such teachers and the supply.

Press Release

California’s Local Control Funding Formula Is Increasing Student Achievement and Graduation Rates

Feb 02 2018

A new study shows that investments in schools based on the Local Control Funding Formula improve achievement and attainment, reduce racial and economic disparities in graduation rates. By examining high school graduation rates, and student achievement by grade and subject (mathematics and reading) in the years before and after the implementation of LCFF for all public schools in California, the authors found significant increases in all of these areas that track the implementation of LCFF. They also found that students who received higher “dosages” of LCFF (that is, attend school in highest-poverty districts, which receive greater funding under the formula) showed greater academic gains.

Press Release

Uncoordinated and Underfunded: How Do We Fix California’s Early Learning System?

Jan 23 2018

Extensive research shows that early childhood education programs pay big dividends for children’s success in school and life, but according to a new report released today by the Learning Policy Institute, only a third of the one million California children who qualify for subsidized early childhood programs receive services—and the quality of care they receive is highly variable. The report, Building an Early Learning System that Works: Next Steps for California, documents these challenges and proposes comprehensive solutions.

Pages

Featured Resources