Press Releases

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Showing 10 of 39 news stories

Press Release

Getting ESSA Right

Jul 14 2016
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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)
Press Release

New Learning Policy Institute Report Highlights Key Strategies for Achieving High-Quality Preschool

Jun 29 2016
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The Road to High-Quality Early Learning: Lessons from the States describes and analyzes how four states—Michigan, North Carolina, Washington, and West Virginia—have built high-quality early education systems at scale and identifies key takeaways for policymakers, educators, and others looking to expand and deepen access to high-quality preschool.

Topics Early Childhood Learning, Educator Quality, Equitable Resources and Access
Press Release

Teachers Improve as They Gain Experience

Jun 03 2016
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Teachers, on average, increase their effectiveness as they gain experience, and this improvement continues in the second and often third decade of their careers. This is a key finding from a comprehensive review of 30 studies analyzing the effect of teaching experience on student outcomes.

Topic Educator Quality
Press Release

Can Forgivable Loans and Service Scholarships Help Attract and Retain Quality Teachers?

May 20 2016
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States are seeking remedies to the shortage of teachers and the increasing need to recruit and retain teachers in underserved rural and urban communities and in specific subject areas. Forgivable loans and service scholarships are two promising solutions, especially given the high level of student debt.

Topics Educator Quality, Educator Quality: Recruitment & Retention
Press Release

Designing New Accountability: Leveraging the Promise of ESSA

Apr 21 2016
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Two new reports, published jointly by the Learning Policy Institute (LPI) and the Stanford Center for Opportunity Policy in Education (SCOPE), provide timely research and evidence-based examples for educators and policymakers looking to leverage ESSA to improve educational opportunities and outcomes for all children.

Topics Accountability and Improvement, Deeper Learning, Equitable Resources and Access
Press Release

Measuring True College and Career Readiness

Mar 23 2016
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The Learning Policy Institute was named as one of 12 organizations nationwide to receive a grant award from the Assessment for Learning Project (ALP) to fundamentally rethink the role of assessments in advancing student learning and improving our k-12 education system.

Topics Deeper Learning, Deeper Learning: College, Career & Civic Participation, Deeper Learning: Curriculum, Instruction & Assessment
Press Release

California Teacher Shortages Trends

Jan 19 2016
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If current trends persist, emerging teacher shortages in California will continue to increase—unless policymakers address both sides of the supply and demand equation. This is according to a report released by the Learning Policy Institute, a new national education research and policy organization based in Palo Alto, California and Washington, DC.

Topics Educator Quality: Recruitment & Retention, Educator Quality, Equitable Resources and Access
Press Release

California Voters See Emerging Shortage of Teachers as Very Serious Problem; Believe State Should Take Action

Nov 17 2015
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California registered voters regard the emerging shortage of k-12 teachers as a very serious problem and think that the state should be taking decisive action to rectify the situation, according to a poll released today by EdSource and the Learning Policy Institute. The survey was conducted by The Field Poll following recent reports showing that the number of new teaching credentials issued in California has declined steadily for more than a decade, along with even more precipitous reductions in enrollments in teacher preparation programs enrollments.

Topics Educator Quality, Educator Quality: Recruitment & Retention
Press Release

New National Education Think Tank to Focus on Learning

Sep 03 2015
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The Learning Policy Institute, a new national education think tank, was announced on September 3, 2015. Its mission is to conduct high-quality research to inform evidence-based policies that can prepare all students for the challenges of our fast-changing, knowledge-based society.

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Press Release

Is the “California Way” the Right Way? New Report Shows Gains, Areas of Challenge for Education in California

Feb 21 2019

California’s massive overhaul of its education finance and accountability systems since 2012 has begun to increase supports and improve outcomes for historically marginalized students, according to a report released by the Learning Policy Institute. The state’s equitable funding plan, together with its move towards a more holistic—and less punitive—accountability system has come to be known as the “California Way.”

Press Release

What Does the Research Really Say About Preschool Effectiveness?

Jan 31 2019

Students who attend high-quality preschool programs reap benefits that can last through school and their lives, according to a review of research by Learning Policy Institute. The study includes reviews of rigorous evaluations of 21 large-scale public preschool programs which find that children who attend these programs are more prepared for school and experience substantial learning gains in comparison to children who do not attend preschool.

Press Release

New Report Urges Shift in School Choice Debate to Focus on Quality, Access, and Equity

Oct 25 2018

In recent years, the country has been rocked by debates about school choice. For some, school choice, in and of itself, is viewed as a major goal of policy. For others, the term raises concerns about privatization of public schools. Often forgotten in the policy debates are the fundamental questions of whether and how choice influences access to high-quality schools for all students, and whether, in our diverse democracy that requires common ground, choices promote or undermine integration. Rather than debate school choice as an end, a new research report shifts the focus to choice as a means to an end.

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