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Brief

COVID-19 in Child Care and Preschool Settings

Hanna Melnick,

Sara Plasencia

Apr 13 2021
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Reopening efforts should consider child care and preschool programs alongside k–12. To clarify what is known about COVID-19 transmission in early education programs, LPI researchers synthesized studies from around the world that explore transmission rates and mitigation strategies in these programs. They found that, when appropriate health and safety precautions are in place, there is no increased risk of contracting COVID-19.

Topics COVID-19, Early Childhood Learning
Brief

New York City Public Schools: Supporting School Reopening With a Focus on Testing and Tracing

Adam K. Edgerton ,

Naomi Ondrasek,

Natalie Truong ,

Desiree O'Neal

Mar 23 2021
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In March 2020, New York City was a pandemic hotspot. Yet NYC was also the first large U.S. city to reopen its schools. Researchers explore the various mitigation strategies the NYC Department of Education implemented to bring students back and offer useful resources that can support policymakers and educators navigating their own school reopening plans.

Topic COVID-19
Brief

A Restorative Approach for Equitable Education

Jennifer DePaoli ,

Laura E. Hernández,

Roberta C. Furger,

Linda Darling-Hammond

Mar 16 2021
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Multiple, ongoing crises—from the pandemic to systemic racism—are contributing to a collective and individual trauma that impacts the mental health, wellness, and education of students across the nation. These challenges also present an opportunity to redesign schools into restorative spaces where young people are known and nurtured. Research shows several practices school leaders can adopt to increase equity and help students thrive.

Topics Deeper Learning, Deeper Learning: School Organization & Design
Report

California Teachers and COVID-19: How the Pandemic Is Impacting the Teacher Workforce

Desiree Carver-Thomas,

Melanie Leung,

Dion Burns

Mar 04 2021
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A year into COVID-19, critical teacher shortages may jeopardize the safe reopening of schools. Research from interviews with California urban and rural district leaders sheds light on sustainable strategies including high-retention pathways and financial supports.

Topics Educator Quality, Educator Quality: Recruitment & Retention, Equitable Resources and Access, COVID-19
Brief

Building a National Early Childhood Education System That Works

Mar 04 2021
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Despite the long-term benefits of early childhood education (ECE) and widespread public support for ECE programs, many children lack access to integrated, inclusive early learning experiences before kindergarten. To build a high-quality, equitable ECE system, federal policymakers can use the tools and resources at their disposal to support state and local efforts to meet the needs of children and families.

Topic Early Childhood Learning
Report

Building a System of College and Career Pathways in New Mexico

Gary Hoachlander

Feb 19 2021
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Systemic challenges in New Mexico mean that a large number of students do not have access to a high quality education that prepares them for college and career—a situation made worse by the COVID-19 pandemic. Among the evidence-based ways that New Mexico policymakers can address educational challenges is through career and technical education pathways, which foster a range of positive outcomes for students.

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

Marin County: Leveraging Education and Public Health Partnerships to Support School Reopening

Naomi Ondrasek,

Natalie Truong ,

Adam K. Edgerton

Feb 11 2021
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How can districts reopen schools safely and reduce the risk of COVID-19 transmission in schools? Marin County, CA, offers one example of a thoughtful approach to school reopening that draws on public health research and partnerships. Using multilayered mitigation strategies and collaborating with the county offices of education and health, Marin safely reopened more than 85% of its schools for in-person learning.

Topic COVID-19
Report

Community Schools the New Mexico Way

Jeannie Oakes,

Danny Espinoza

Jan 12 2021
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Community schools is an evidence-based approach that helps school staff and community members respond quickly and effectively to support children and young people who face barriers to educational success from poverty and cultural marginalization. New research in New Mexico examines how state policies can support community schools, both in the long term and as the state recovers from the COVID-19 crisis.

Topics Equitable Resources and Access, Deeper Learning, Deeper Learning: School Organization & Design
Brief

The Importance of Teaching and Learning Conditions

Barnett Berry,

Kevin C. Bastian,

Linda Darling-Hammond,

Tara Kini

Jan 04 2021
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Teacher workplace conditions can influence the overall quality of teaching, teacher retention, and school improvement. In North Carolina, several policy strategies have been identified that create the conditions that enable teachers to work more effectively. These policies can help the state build a road map for excellence and equity for every student—and the teachers and administrators who serve them every day.

Topics Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention, Educator Quality: Evaluation & Career Development, Equitable Resources and Access
Report

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

Jeannie Oakes,

Danny Espinoza,

Linda Darling-Hammond,

Carmen Gonzales,

Jennifer DePaoli ,

Tara Kini,

Gary Hoachlander,

Dion Burns,

Michael Griffith,

Melanie Leung

Dec 01 2020
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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.

Topics Equitable Resources and Access, Accountability and Improvement, Deeper Learning, Educator Quality

Pages

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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