People

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Showing 1 - 10 of 53 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
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 >
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 >
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)
Desiree Carver-Thomas

Researcher and Policy Analyst

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
Erin Chase

Publications Manager, Learning Policy Institute

Erin Chase is the Publications Manager. In this role, she manages all stages of LPI’s publications process. Chase brings 25 years of experience in academic publishing, editing, and project management. Read more >

Pages

Report

Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers

Feb 12 2020

Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience.

Report

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

Dec 10 2019

The first years of a child’s life provide a foundation for long-term health and well-being. As states consider policy proposals to update credential or degree requirements for early childhood educators, they can look to promising programs and state policies that recruit and prepare diverse cohorts of educators to teach in early childhood education programs. This report includes case studies of distinct approaches offering innovative, affordable pathways to preparation for diverse candidates.

Report

Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale

Oct 21 2019

A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Big Picture Learning, Internationals Network for Public Schools, and New Tech Network have successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. A deep look into their systems and structures reveals common threads, including rethinking structures and relationships in schools, collaboration, professional learning, leadership development, and continual improvement.

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