People

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Showing 21 - 30 of 36 people

  • 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.

  • James W. Pellegrino

    Senior Research Fellow
    James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago and Co-director of the Learning Sciences Research Institute.

  • Sean Reardon

    Senior Research Fellow
    Sean Reardon is the endowed Professor of Poverty and Inequality in Education and a Professor (by courtesy) of Sociology at Stanford University, and he is the Director of Stanford’s Interdisciplinary Doctoral Training Program in Quantitative Education Policy Analysis.

  • Kimberly Jenkins Robinson

    Senior Research Fellow
    Kimberly Jenkins Robinson is Professor of Law at the University of Richmond School of Law. Previously, she served in the General Counsel’s Office of the United States Department of Education, where she helped draft federal policy on issues of race, sex, and disability discrimination.

  • Jesse Rothstein

    Senior Research Fellow
    Jesse Rothstein is Professor of Public Policy and Economics and Director of the Institute for Research on Labor and Employment at the University of California, Berkeley.

  • Richard J. Shavelson

    Senior Research Fellow
    Richard J. Shavelson is the Margaret Jacks Professor of Education and Professor of Psychology Emeritus at Stanford University, a former Dean of the Stanford Graduate School of Education, and a past president of the American Educational Research Association.

  • Lee S. Shulman

    Senior Research Fellow
    Lee S. Shulman is the Charles E. Ducommun Professor of Teaching and Teacher Education Emeritus at the Stanford Graduate School of Education, President Emeritus of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association and a founder and past Co-director of the Institute for Research on Teaching at Michigan State University.

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Featured Resources

teacher talking to a student in a classroom
Report

Preparing Teachers to Support Social and Emotional Learning

May 21 2019
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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. 
Cover photo for California’s Positive Outliers: Districts Beating the Odds
Report

California’s Positive Outliers: Districts Beating the Odds

May 16 2019
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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?
teacher talking to student in a school hallway
Report

Protecting Students' Civil Rights: The Federal Role in School Discipline

May 01 2019
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In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices.