All Publications

When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts.

To chart a path forward as the nation grapples with the impact of a global pandemic and systemic racism, federal policymakers can advance research-based policies that have been shown to foster equity and opportunity. This resource describes key policies that can help accelerate efforts to ensure that all young people have equal access to a high-quality, world-class education.

The disruption to education caused by the pandemic presents an opportunity for policymakers and educators to seize the moment to reimagine schooling using safe, equitable, and student-centered approaches. This framework provides research, state and local examples, and policy recommendations for 10 key areas of education.

Early data from a unique college admissions pilot program at City University of New York (CUNY) provide promising evidence on how colleges can expand admissions, better determine which students are likely to thrive, and potentially increase equity.

Community schools are an evidence-based approach to advance whole child education by offering integrated student supports, expanded and enriched learning time, family and community engagement, and collaborative leadership and practices. Local government and nonprofit agencies in two California counties—Los Angeles and Alameda—have effectively provided technical assistance to support community school initiatives. Evidence shows that technical assistance from county offices and nonprofit agencies can be a powerful element of successful community schools.

Student poverty was a concern in the U.S. even before the COVID-19 pandemic, when 1 in 5 children already lived in low-income families. This study evaluates the shortcomings of commonly used child poverty measures, including the Free or Reduced-Price Lunch program, and proposes alternatives.

Schools across the United States canceled in-person classes beginning in March 2020 to contain the spread of the COVID-19 pandemic. In many states and districts, school buildings are closed for the duration of the school year. Policymakers and school leaders are making plans to reopen schools for the next academic year, and some are preparing to do so sooner. To reopen schools safely, state and district leaders will need to address several important health considerations.

With nearly 1 in 5 principals leaving their schools each year, turnover is high and concerning. A new report and brief by LPI and the National Association of Secondary School Principals look at the causes, impacts, and strategies for principal retention.

While teacher shortages are an increasingly critical issue in the United States, a lesser known but equally important shortage is also hampering the country’s efforts to provide quality educational opportunities for students — principal shortages. Nearly one in five principals leave their schools each year and the average tenure of a principal is only about four years.

A severe special education teacher shortage threatens the ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. LPI researchers review the factors contributing to special education teacher turnover and provide evidence-based policy strategies aimed at resolving the shortage.