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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 and Pensions (HELP) during the 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.
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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.
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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.
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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.
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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.
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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 to fundamentally rethink the role of assessments in advancing student learning and improving our k-12 education system.
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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.
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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.
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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.
