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School principals are responsible for maintaining a positive school climate, motivating school staff, and enhancing teachers’ practice. They are vital to ensuring teachers’ success in the classroom and students’ success, but one in five principals leaves their school each year and the numbers are worse in schools in underserved communities. Inadequate preparation, poor working conditions, insufficient salaries, lack of authority, and high-stakes accountability policies are among the drivers of principal turnover that must be addressed.
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Public schools are increasingly segregated along both racial and socioeconomic lines and many of the most extremely segregated schools are also the most under-resourced, plagued by inexperienced educators, lack of access to quality curriculum, and lack of quality facilities or access to technology. Although integrated education is not a panacea, diverse learning environments benefit all students and the federal government plays a critical role in fostering school diversity.
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In American public schools, most racial and ethnic segregation—and most financial inequity—occurs between, not within, school districts, which is why cooperative interdistrict approaches are often the most effective at addressing these problems. Looking at three regions—Boston, MA; Hartford, CT; and Omaha, NE—the authors examine interdistrict desegregation designs that use innovative funding strategies to foster equity, quality, and access. They share academic and social outcomes and identifies lessons for policymakers.
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Most racial and ethnic segregation—and most financial inequities—in American public schools occur between, not within, school districts. Solving these problems often requires interdistrict solutions. Some regions are crossing boundaries and finding effecting ways to promote school diversity, equity, and access; examples include Boston, Hartford, and Omaha.
Roberta C. FurgerLaura E. HernándezLinda Darling-Hammond
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In 2013, California adopted its Local Control Funding Formula (LCFF), which has shifted billions of dollars to districts serving high-need students, created a multiple-measure accountability system, and provided all districts with broad flexibility to develop spending plans aligned to local priorities and needs. This report examines LCFF and related reforms—the decade-plus effort leading to their passage and the impact on culture, practice, opportunities, and outcomes—and explores next steps to sustain and deepen improvement. Read the report or brief >