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  • Gloria Ladson-Billings

    Senior Research Fellow
    Gloria Ladson-Billings is the Kellner Family Professor of Urban Education in the Department of Curriculum & Instruction and Faculty Affiliate in the Department of Educational Policy Studies at the University of Wisconsin-Madison.

  • Carol D. Lee

    Senior Research Fellow
    Carol D. Lee is the Edwina S. Tarry Professor of Education in the School of Education and Social Policy and in African-American Studies at Northwestern University in Evanston, Illinois.

  • Henry Levin

    Senior Research Fellow
    Henry Levin is the William Heard Kilpatrick Professor of Economics and Education at Teachers College, Columbia University.

  • Ann Lieberman

    Senior Research Fellow
    Ann Lieberman, Professor Emeritus of Education at Teachers College, Columbia University, is a Senior Scholar at the Stanford Center for Opportunity Policy in Education and was previously a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching.

  • Milbrey McLaughlin

    Senior Research Fellow
    Milbrey McLaughlin is the David Jacks Professor Emeritus of Education and Public Policy at Stanford University.

  • Jal Mehta

    Senior Research Fellow
    Jal Mehta is Associate Professor in Education at the Harvard Graduate School of Education.

  • Na’ilah Suad Nasir

    Senior Research Fellow
    Na'ilah Suad Nasir is the sixth President of the Spencer Foundation.

  • Sonia Nieto

    Senior Research Fellow
    Sonia Nieto is Professor of Language, Literacy and Culture Emeritus at the School of Education, University of Massachusetts, Amherst.

  • Aaron Pallas

    Senior Research Fellow
    Aaron Pallas is the Arthur I. Gates Professor of Sociology and Education at Teachers College, Columbia University.

  • Roy Pea

    Senior Research Fellow
    Roy Pea is the David Jacks Professor of Learning Sciences and Education at the Stanford Graduate School of Education, Director of the Ph.D. Program in Learning Sciences and Technology Design, and Co-founder and Director of H-STAR (Human-Sciences and Technologies Advanced Research Institute), a Stanford interdisciplinary research center focusing on people and technology.

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

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

Apr 19 2018
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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.
Building an Early Learning System that Works: Next Steps for California
Report

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

Jan 23 2018
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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.
The Promise of Performance Assessments: Innovations in High School Learning and Higher Education Admissions
Report

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

Jan 18 2018
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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.