People

Stephan Turnipseed

Board of Directors

Stephan Turnipseed is Executive Vice President and Chief Strategy Officer, Destination Imagination; 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 Assistant

Julie Adams is a Research and Policy Assistant on the Deeper Learning and Educator Quality teams. Read more >
Titilayo Tinubu Ali

Consultant

Titilayo Tinubu Ali is a consultant for LPI and served as a Senior Researcher and Policy Analyst. She is one of the co-authors of The Road to High-Quality Early Learning: Lessons from the States. Read more >
Joseph Bishop

Joseph Bishop served as a Senior Policy Advisor for the Learning Policy Institute, and is now the Director of the Center for the Transformation of Schools (CTS) at UCLA.
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 >>
Jessica Cardichon

Director of Federal Policy and Director, Washington DC Office

Jessica Cardichon plays a leadership role in developing federal legislative and regulatory strategy and co-leads LPI’s policy team. Read more >

Topics Educator Quality, Deeper Learning, The Every Student Succeeds Act (ESSA)
Desiree Carver-Thomas

Research and Policy Associate

Desiree Carver-Thomas is a member of LPI’s Educator Quality Team. She is the author of Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color and lead author of Addressing California’s Growing Teacher Shortage: 2017 Update. Read more >

Topic Educator Quality

Pages

Report

Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color

Apr 19 2018

More and more states and districts are recognizing that recruiting and retaining teachers of color can help meet their students' needs while also helping to curb critical teacher shortages. But prospective teachers of color encounter unique barriers to entering and staying in the profession. High-retention pathways—combining high-quality clinically rich preparation with financial support—can be especially effective at reversing those trends.

Report

Building an Early Learning System that Works: Next Steps for California

Jan 23 2018

There is overwhelming evidence that children’s early years, from birth through preschool, are a crucial time for their development, and that high-quality early learning opportunities support children’s school readiness, promote later life success, and yield a return of up to $7 for every $1 invested. Providing access to high-quality ECE for all children in California will require a comprehensive approach to turning an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers. A complement to LPI’s earlier report Understanding California’s Early Care and Education System, this report examines the challenges California’s counties face in providing ECE and provides recommendations for improving access to high-quality ECE for all children.

Report

The Promise of Performance Assessments: Innovations in High School Learning and Higher Education Admissions

Jan 18 2018

A new study looks at the use of performance assessments for both K-12 learning and college admission, placement and advising. The study is the first research produced through Reimagining College Access, a national initiative of the Learning Policy Institute and EducationCounsel that for the first time brings together k-12 and higher education policy and practice leaders to recognize and foster high-quality k–12 performance assessment systems.

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