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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.

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.

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.

Systemic challenges in New Mexico mean that a large number of students do not have access to a high quality education that prepares them for college and career—a situation made worse by the COVID-19 pandemic. Among the evidence-based ways that New Mexico policymakers can address educational challenges is through career and technical education pathways, which foster a range of positive outcomes for students.

How can districts reopen schools safely and reduce the risk of COVID-19 transmission in schools? Marin County, CA, offers one example of a thoughtful approach to school reopening that draws on public health research and partnerships. Using multilayered mitigation strategies and collaborating with the county offices of education and health, Marin safely reopened more than 85% of its schools for in-person learning.

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.

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.

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.

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.

With significant state investment, teacher residencies are spreading throughout California. Vignettes on Humboldt County and Fresno Unified School District highlight examples of California teacher residencies and how they are helping to address shortages and support both students and teachers.