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Performance assessments provide students with authentic ways to demonstrate learning, cultivate academic knowledge and 21st-century skills, and prepare for college-level work. School, district, and network leaders should use quality criteria to examine their performance-based assessment policies and structures to foster deeper learning for all students.
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While community schools vary in the programs they offer and the ways they operate, four features—or pillars—appear in most community schools: integrated student supports, expanded learning time and opportunities, family and community engagement, and collaborative leadership and practice. These infographics examine each pillar to provide a look at community schools in action.
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Examining five school districts committed to serving students experiencing homelessness, researchers explore how districts fund and staff their programs; how federal, local, and district policies can strengthen supports; and how districts identify and address the needs of this vulnerable student group.
Ayana CampoliLinda Darling-HammondAnne PodolskyStephanie Levin
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Principal leadership can have a substantial influence on school conditions, teacher retention, and students’ learning. But how can principals learn to be good leaders? A study of California principals examines their professional learning experiences and sheds light on how high-quality, preservice and in-service principal learning can foster positive outcomes in schools.
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Oakland Unified School District's long-standing community schools initiative offers lessons for districts implementing a community schools strategy, illustrating an approach focused on integrating whole child educational practices and providing sustained support through centralized district infrastructure.
Melanie Leung-GagnéJennifer McCombsCaitlin ScottDaniel J. Losen
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Research shows that exclusionary discipline practices like suspensions and expulsions are ineffective at improving school safety and deterring infractions, may have a long-lasting negative impact on students, and disproportionately affect students based on their gender, race, school level, and disability status.
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In this issue of the Reimagining College Access Newsletter: a new Complete College America report on the use of k–12 performance assessments in college advising and placement, RCA presentations at upcoming national conferences, and a newly released College Completion Strategy Guide offers direction on evidence-based strategies to advance equitable outcomes for college students.