People

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Showing 11 - 20 of 203 people

Liz Simons

Board of Directors

Liz Simons is the Chair of the Heising-Simons Foundation’s board of directors. Read more >
Stephan Turnipseed

Board of Directors

Stephan Turnipseed is Executive Vice President and Chief Strategy Officer, Pitsco Education; the President Emeritus of LEGO Education North America; and former Executive Director of Strategic Partnerships for LEGO Education. Read more >
Henry Louis Gates, Jr.

Senior Advisor

Henry Louis Gates, Jr. is the Alphonse Fletcher University Professor and Director of the Hutchins Center for African and African American Research at Harvard University. Read more >
Patrick M. Shields

Executive Director

Patrick M. Shields is a member of LPI’s Early Childhood Learning Team, and is one of the co-authors of The Road to High-Quality Early Learning: Lessons from the States. Read more >

Topics Early Childhood Learning, Educator Quality, Equitable Resources and Access
Julie Adams

Research and Policy Associate

Julie Adams is a Research and Policy Associate on the Deeper Learning and Educator Quality teams, and works on the Reimagining College Access Initiative. Read more >
Aneesha Badrinarayan

Senior Advisor

Aneesha Badrinarayan supports LPI projects related to performance assessments. For the last decade, her work has focused on supporting states, districts, and educators to develop and implement student-centered systems of assessment that support all learners. Read more >
Jessica Barajas

Research and Policy Associate

Jessica Barajas is a Research and Policy Associate at LPI. Prior to joining LPI, Barajas worked as an early childhood educator at the Stanford Bing Nursery School and at The Primary School in East Palo Alto. Both schools are dedicated to meeting the social, emotional, cognitive, physical, and academic needs of the child. Read more >
Dion Burns

Senior Researcher

Dion Burns is a member of the Deeper Learning team. He presently conducts quantitative and qualitative research into issues of educational equity and the policies and practices that support the development of deeper learning competencies. Read more >

Topic Deeper Learning
Angela Button

Executive Assistant

Angela Button is the Executive Assistant to President and CEO, Linda Darling-Hammond. Read more >
Ayana Campoli

Senior Researcher

Ayana Kee Campoli is a member of LPI’s Educator Quality team where she is analyzing large-scale data on school leaders, teachers, and the children they serve to inform policy and practice. Read more >

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Santa Fe cityscape with the Bataan Memorial Building in foreground and mountains in the background

Report

Improving Education the New Mexico Way: An Evidence-Based Approach

Dec 01 2020

In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.

Report

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Oct 27 2020

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

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