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Brief

Building a Positive School Climate Through Restorative Practices

Sarah Klevan

Oct 28 2021
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The science of learning shows that addressing student behavior with restorative practices rather than zero-tolerance discipline is essential for students’ healthy development and academic success. Using examples from districts across the country, LPI researchers discuss key lessons on what is needed to successfully implement restorative approaches to create safe, inclusive schools that promote well-being and connectedness.

Topics Deeper Learning, Equitable Resources and Access
Brief

California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education

Anna Maier,

Deanna Niebuhr

Oct 22 2021
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A historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver whole child education. Examining key elements of the new law, LPI and Opportunity Institute researchers lay out evidence-based principles of high-quality community schools implementation that are aligned with the science of learning and development and discuss the need for technical assistance.

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

Reopening Schools Safely in California: District Examples of Multilayered Mitigation

Naomi Ondrasek,

Adam K. Edgerton ,

Jennifer A. Bland

Oct 11 2021
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Schools across California have reopened for in-person learning, undertaking the challenging but crucial work of ensuring student safety. Examining multiple districts across the state, LPI researchers provide important models and key lessons for safe school reopening. As their work demonstrates, schools implementing multilayered mitigation strategies can stay open safely, minimize further disruptions to learning, and ensure that students can focus on their education and reconnecting to their school community.

Topic COVID-19
Report

Preparing West Virginia’s Teachers

Ryan Saunders

Oct 06 2021
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Teachers play a vital role in providing all students with deeper learning experiences that prepare them for life and work in the 21st century. In West Virginia, several key policy strategies have been identified to improve and advance the preparation of a well-qualified and equitably distributed teacher workforce across the state.

Topics Educator Quality: Recruitment & Retention, Educator Quality, Deeper Learning: Curriculum, Instruction & Assessment
Brief

Felicitas & Gonzalo Mendez High School: A Community School That Honors Its Neighborhood’s Legacy of Educational Justice

Charlie Thompson

Aug 26 2021
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Felicitas & Gonzalo Mendez High School, a community school located in East Los Angeles, provides its students with rigorous and engaging academics in a nurturing and inclusive environment. Driven by a shared commitment to educational justice and building strong, community-grounded partnerships, the school prioritizes student engagement and leadership, both on and off the campus.

Topics Deeper Learning, Equitable Resources and Access
Brief

Tulsa Public Schools: Prioritizing Physical, Social, and Emotional Safety to Support Reopening and Recovery

Jennifer A. Bland,

Adam K. Edgerton ,

Desiree O'Neal,

Naomi Ondrasek

Aug 18 2021
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Throughout the COVID-19 pandemic, districts nationwide have faced the difficult task of reopening schools safely and keeping them open, while also accelerating student learning and attending to the trauma and loss experienced by students and families. By adopting a nimble and forward-looking recovery strategy encompassing social and emotional, as well as physical, safety, Tulsa Public Schools had a safe and successful spring and summer 2021, and plans to continue these efforts into the fall.

Topic COVID-19
Report

High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments

Cathy Yun,

Hanna Melnick,

Marjorie Wechsler

Aug 05 2021
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Kindergarten entry assessments, when well designed and well used, have the potential to support high-quality equitable learning by guiding instruction and supporting whole child development. However, when poorly designed or misused they can foster poor teaching practices and exacerbate inequity. Some states and districts have developed thoughtful, holistic systems that can be used from preschool through early elementary school to support developmentally appropriate instruction.

Topics Early Childhood Learning, Deeper Learning: Curriculum, Instruction & Assessment, COVID-19
Brief

High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments

Cathy Yun,

Hanna Melnick,

Marjorie Wechsler

Aug 05 2021
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Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments, it is important to understand how to choose and use assessments wisely. This brief summarizes research and provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both improve policy systems and support equitable learning.

Topics Early Childhood Learning, Deeper Learning: Curriculum, Instruction & Assessment, COVID-19
Fact Sheet

Investing in Community Schools: How States and Districts Can Use Federal Recovery Funds Strategically

Jul 07 2021
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Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. One key strategy is investing in community schools, an evidence-based approach especially important for underserved students and families.

Topics COVID-19, Deeper Learning, Equitable Resources and Access
Fact Sheet

Expanded Learning Time: How States and Districts Can Use Federal Recovery Funds Strategically

Jul 07 2021
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Federal COVID relief packages have allocated over $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. Strategies emphasizing expanded and enriched learning time can create powerful learning opportunities that efficiently accelerate learning and improve student engagement and achievement.

Topics COVID-19, Deeper Learning

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.

Pages

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