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Public schools are increasingly segregated along both racial and socioeconomic lines, and many of the most extremely segregated schools are also the most under-resourced, plagued by inexperienced educators, lack of access to quality curriculum, and lack of quality facilities or access to technology. Two new LPI reports look at the roles the federal government, states, and districts play in promoting racially diverse learning environments.
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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.”
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On February 12, 2019, California Governor Gavin Newsom announced that he has appointed Learning Policy Institute’s (LPI) President and CEO Linda Darling-Hammond to serve on California’s State Board of Education. LPI issued the following statement from the Board of Directors regarding the appointment.
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Students who attend high-quality preschool programs reap benefits that can last through school and their lives, according to a review of research by the 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.
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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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A new study identifies policy and practice strategies that foster strong academic, social, and emotional learning, based on the science of learning and development.
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A new report and interactive map provide information on which states are using provisions in the Every Student Succeeds Act to address students’ needs and ensure schools provide educational opportunity to all students, and how these efforts can be maximized.
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Most states have been struggling to address teacher shortages for several years now, often filling the vacuum with underprepared teachers who aren’t able to give children the high-quality learning they need and who leave at two to three times the rate of well-prepared teachers. Most often, these teachers are hired in schools serving students of color and those from low-income families. Governors and legislators in many of these states are now working to turn the tide, according to a new report from the Learning Policy Institute (LPI).
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Schools in the United States are among the most inequitably funded of any in the industrialized world. These inequities in funding—which impact everything from class sizes to course offerings to teaching quality—create dramatic disparities in educational opportunities and outcomes for children. Students from low-income families and students of color experience the greatest disparities.
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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.
