Julie Adams

Research and Policy Associate

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202.280.6704

Julie Adams is a Research and Policy Associate on the Deeper Learning and Educator Quality teams, and works on the Reimagining College Access Initiative.

Previously, Adams served as a Research Assistant at Education, Training, Research, where she supported research on equity and inclusion in S.T.E.M. by looking at barriers to computer science education in both k-12 and post-secondary education settings. She also supported curriculum development for an after-school computer science program with a focus on social justice and has served as a tutor for English language learners.

Adams received a B.A. with honors in Psychology from the University of California, Santa Cruz.

For more about Julie Adams' work, see list below.

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Showing 1 - 5 of 5 resources

Report

Using Performance Assessments to Support Student Learning

Anna Maier,

Julie Adams,

Dion Burns,

Maya Kaul,

Marisa Saunders,

Charlie Thompson

Oct 13 2020
|
When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Brief

Using Performance Assessments to Support Student Learning

Anna Maier,

Julie Adams,

Dion Burns,

Maya Kaul,

Marisa Saunders,

Charlie Thompson

Oct 13 2020
|
Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Report

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

Laura E. Hernández,

Linda Darling-Hammond,

Julie Adams,

Kathryn Bradley,

DeAnna Duncan Grand,

Martens Roc,

Peter Ross

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.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: School Organization & Design
Report

New Tech Network: Driving Systems Change and Equity Through Project-Based Learning

Julie Adams,

DeAnna Duncan Grand

Oct 21 2019
|
A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. New Tech Network has successfully instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This deep look into its systems and structures shows how the network has spread its practices to many traditionally structured, public school districts across the country.

Topics Deeper Learning, Deeper Learning: College, Career & Civic Participation, Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: School Organization & Design, Educator Quality: Professional Learning, Equitable Resources and Access
Project

Reimagining College Access: Performance Assessments From K-12 Through Higher Education

Reimagining College Access is a national effort to advance the use of k–12 performance assessments, which can foster more comprehensive and equitable approaches to higher education admissions, placement, and advising decisions. The work is co-sponsored by LPI and EducationCounsel and provides tools and resources and convenes regional networks to connect k–12 and higher education stakeholders engaged in understanding and implementing high-quality performance assessments.

Topics Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning, Deeper Learning: College, Career & Civic Participation, The Every Student Succeeds Act (ESSA)

Santa Fe cityscape with the Bataan Memorial Building in foreground and mountains in the background

Report

Improving Education the New Mexico Way: An Evidence-Based Approach

Dec 01 2020

In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.

Report

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Oct 27 2020

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

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