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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.
Barnett BerryKevin C. BastianLinda Darling-HammondTara Kini
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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.
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In the fall of 2019, hundreds of thousands of California’s students were learning in classrooms staffed by teachers who were not fully certified. Shortages vary across the state and by subject and are likely to be further impacted by the COVID-19 pandemic. However, a number of policy solutions have the potential to mitigate ongoing shortages.
Stephanie LevinMelanie Leung-GagnéAdam K. Edgerton Caitlin Scott
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School principals have the ability to create an environment that facilitates learning and empowers teachers and other school staff to be effective in the classroom and school community. Research shows that providing elementary school principals with access to high-quality professional learning can build their capacity to lead successful schools and foster student success. Yet many principals report obstacles to participating in professional development.
Anna MaierJulie AdamsDion BurnsMaya KaulMarisa SaundersCharlie Thompson
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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.
Maria E. HylerDesiree Carver-ThomasMarjorie WechslerLarkin Willis
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The Districts Advancing Racial Equity tool provides a practical and accessible resource for understanding, assessing, and advancing racial equity within school districts. The tool captures research-informed, high-leverage aspects of schooling that school leaders can use to create systems that build on the strengths of and respond to the needs of students of color.
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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.