People

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Showing 1 - 7 of 7 people

Linda Darling-Hammond

President and CEO

Linda Darling-Hammond is President and CEO of the Learning Policy Institute and the Charles E. Ducommun Professor of Education Emeritus at Stanford University. She is author or editor of a number of award-winning books and more than 500 publications on education policy and practice. Her work focuses on achieving equitable and empowering education for all children through a focus on meaningful learning, educator quality, and adequate resources. Read more >

Topics Deeper Learning, Early Childhood Learning, Accountability and Improvement, Educator Quality, Equitable Resources and Access, The Every Student Succeeds Act (ESSA)
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
Jessica Cardichon

Director of Federal Policy and Director, Washington, DC Office

Jessica Cardichon is the Director of LPI’s Washington, DC office and also plays a leadership role in developing federal legislative and regulatory strategy. Read more >

Topics Educator Quality, Deeper Learning, The Every Student Succeeds Act (ESSA)
Maria E. Hyler

Deputy Director, Washington DC Office and Senior Researcher

Maria E. Hyler serves as the Deputy Director of the Learning Policy Institute (LPI)’s Washington, D.C. office. She co-leads LPI’s Educator Quality team and directs the Educator Preparation Laboratory (EdPrepLab), LPI’s center on teacher and leader preparation for deeper learning and equity. Read more >

Topics Educator Quality, Deeper Learning
Jeff Kumataka

Chief Financial Officer

Jeff Kumataka serves as the Institute’s Chief Financial Officer and oversees finance and operations. Read more >
Caitlin Scott

Research Director

Caitlin Scott provides research direction and support at LPI. For the past two decades, her publications have focused on educator learning and change, as well as improving educational systems at all levels, especially for students traditionally underserved by public schools. Read more >
Marjorie Wechsler

Principal Research Manager

Marjorie Wechsler has more than 25 years of experience conducting policy research at the national, state, and local levels. Read more >

Topics Early Childhood Learning, Educator Quality

Report

Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning

Sep 10 2019

This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.

teacher talking to a student in a classroom

Report

Preparing Teachers to Support Social and Emotional Learning

May 21 2019

Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and a California school district's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems.

Report

California’s Positive Outliers: Districts Beating the Odds

May 16 2019

LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds?

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