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Report

Advancing Integration and Equity Through Magnet Schools

Janel George,

Linda Darling-Hammond

Jun 02 2021
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The long-standing effort to desegregate schools in the United States has been fostered, in part, by the development of magnet schools. Magnet schools were launched in the 1960s and seek to achieve voluntary desegregation through parental choice by offering specialized instruction and innovative academic offerings. These schools present a compelling evidence-based option for promoting school diversity and positive student outcomes.

Topic Equitable Resources and Access
Report

Inequitable Opportunity to Learn: Access to Advanced Mathematics and Science Courses

Melanie Leung,

Jessica Cardichon,

Caitlin Scott,

Linda Darling-Hammond

May 18 2021
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Evidence shows outcomes for college enrollment, retention, and degree completion; earning potential in the labor market; and overall achievement are improved when students have access to advanced curricular opportunities in mathematics and science compared to students who take fewer or less rigorous courses. Yet equitable access to advanced courses remains out of reach for many students, particularly students of color and students from low-income families.

Topics Equitable Resources and Access, Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Report

Social Justice Humanitas: A Community School Approach to Whole Child Education

Marisa Saunders,

Lorea Martinez,

Lisa Flook,

Laura E. Hernández

May 10 2021
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Teachers created Social Justice Humanitas Academy (SJ Humanitas) envisioning a school that would “not only be a place of learning, but also a resource for the community.” Thus, they designed a community school that would bring together local resources, incorporate collaborative structures, and support students. The practices implemented at SJ Humanitas support whole child education to advance outcomes and support student well-being in alignment with the science of learning and development.

Topics Deeper Learning, Deeper Learning: College, Career & Civic Participation, Deeper Learning: School Organization & Design, Equitable Resources and Access
Report

Summer Learning and Beyond: Opportunities for Creating Equity

Megan Bang,

Leah Bricker,

Linda Darling-Hammond,

Adam K. Edgerton ,

Pam Grossman,

Kris D. Gutiérrez,

Ann Ishimaru,

Sarah Klevan,

Carol D. Lee,

David Miyashiro,

Na’ilah Suad Nasir,

Pedro A. Noguera,

Charles Payne,

Bill Penuel,

Sara Plasencia ,

Shirin Vossoughi

May 05 2021
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Many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss. However, remediation alone will not meet students’ needs and could potentially deepen inequalities. Pandemic and post-pandemic learning environments should be centered on strong teacher-student relationships that address students’ social and emotional learning, creating intellectually rigorous and equitable educational settings

Topics COVID-19, Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment, Equitable Resources and Access
Infographic

Key Elements for a Strong and Diverse Teaching Profession

May 03 2021
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Decades of research have affirmed that teachers are the most critical school resource to advance student achievement. The key elements for a strong and diverse teaching profession include effective recruitment strategies, high-retention and culturally responsive preparation, supportive working conditions, and competitive and equitable compensation, as well as adequate and equitable funding to support all of these efforts.

Topics Educator Quality, Educator Quality: Recruitment & Retention
Brief

COVID-19 in Child Care and Preschool Settings

Hanna Melnick,

Sara Plasencia

Apr 13 2021
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Reopening efforts should consider child care and preschool programs alongside k–12. To clarify what is known about COVID-19 transmission in early education programs, LPI researchers synthesized studies from around the world that explore transmission rates and mitigation strategies in these programs. They found that, when appropriate health and safety precautions are in place, there is no increased risk of contracting COVID-19.

Topics COVID-19, Early Childhood Learning
Brief

New York City Public Schools: Supporting School Reopening With a Focus on Testing and Tracing

Adam K. Edgerton ,

Naomi Ondrasek,

Natalie Truong ,

Desiree O'Neal

Mar 23 2021
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In March 2020, New York City was a pandemic hotspot. Yet NYC was also the first large U.S. city to reopen its schools. Researchers explore the various mitigation strategies the NYC Department of Education implemented to bring students back and offer useful resources that can support policymakers and educators navigating their own school reopening plans.

Topic COVID-19
Brief

A Restorative Approach for Equitable Education

Jennifer DePaoli ,

Laura E. Hernández,

Roberta C. Furger,

Linda Darling-Hammond

Mar 16 2021
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Multiple, ongoing crises—from the pandemic to systemic racism—are contributing to a collective and individual trauma that impacts the mental health, wellness, and education of students across the nation. These challenges also present an opportunity to redesign schools into restorative spaces where young people are known and nurtured. Research shows several practices school leaders can adopt to increase equity and help students thrive.

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

Building a National Early Childhood Education System That Works

Mar 04 2021
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Despite the long-term benefits of early childhood education (ECE) and widespread public support for ECE programs, many children lack access to integrated, inclusive early learning experiences before kindergarten. To build a high-quality, equitable ECE system, federal policymakers can use the tools and resources at their disposal to support state and local efforts to meet the needs of children and families.

Topic Early Childhood Learning
Report

California Teachers and COVID-19: How the Pandemic Is Impacting the Teacher Workforce

Desiree Carver-Thomas,

Melanie Leung,

Dion Burns

Mar 04 2021
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A year into COVID-19, critical teacher shortages may jeopardize the safe reopening of schools. Research from interviews with California urban and rural district leaders sheds light on sustainable strategies including high-retention pathways and financial supports.

Topics Educator Quality, Educator Quality: Recruitment & Retention, Equitable Resources and Access, COVID-19

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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