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Brief

Elementary School Principals’ Professional Learning: Current Status and Future Needs

Stephanie Levin,

Melanie Leung,

Adam K. Edgerton ,

Caitlin Scott

Nov 11 2020
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School principals have the ability to create an environment that facilitates learning and empowers teachers and other school staff to be effective in the classroom and school community. Research shows that providing elementary school principals with access to high-quality professional learning can build their capacity to lead successful schools and foster student success. Yet many principals report obstacles to participating in professional development.

Topics Educator Quality, Educator Quality: Professional Learning
Brief

Sharpening the Divide: How California’s Teacher Shortages Expand Inequality

Desiree Carver-Thomas,

Tara Kini,

Dion Burns

Nov 10 2020
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In the fall of 2019, hundreds of thousands of California’s students were learning in classrooms staffed by teachers who were not fully certified. Shortages vary across the state and by subject and are likely to be further impacted by the COVID-19 pandemic. However, a number of policy solutions have the potential to mitigate ongoing shortages.

Topics Educator Quality, Educator Quality: Recruitment & Retention, Equitable Resources and Access
Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Stephanie Levin,

Melanie Leung,

Adam K. Edgerton ,

Caitlin Scott

Oct 27 2020
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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.

Topics Educator Quality, Educator Quality: Professional Learning
Brief

Instructionally Engaged Leaders in Positive Outlier Districts

Caitlin Scott,

Linda Darling-Hammond,

Dion Burns

Oct 27 2020
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“Positive outlier” districts in California have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and cultivating their talent to enable some to move into principalships and central office positions.

Topics Educator Quality, Deeper Learning, Equitable Resources and Access
Report

Teaching for Powerful Learning: Lessons From Gateway Public Schools

Channa Cook-Harvey,

Lisa Flook,

Emily Efland,

Linda Darling-Hammond

Oct 23 2020
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San Francisco's Gateway Public Schools is a public charter organization with a lottery entrance system prioritizing local residents and students from low-income families. They emphasize positive school climates with a focus on inclusivity, restorative practices, and high expectations that meet students where they are—research-based practices shown to foster success for all students.

Topics Deeper Learning, Deeper Learning: School Organization & Design, Equitable Resources and Access
Report

Sharpening the Divide: How California’s Teacher Shortages Expand Inequality

Desiree Carver-Thomas,

Tara Kini,

Dion Burns

Oct 15 2020
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The entire country is grappling with educational access during the COVID-19 pandemic. Persistent shortages of well-prepared teachers remain a dire concern, and are distinctly worse in districts serving the highest numbers of students from low income families. California has taken steps to address shortages in recent years—this report highlights the primary factors driving shortages and shares research on eight key strategies that can attract and retain well-prepared teachers.

Topics Educator Quality, Educator Quality: Recruitment & Retention, Equitable Resources and Access
Brief

How Positive Outlier Districts Create a Strong and Stable Teaching Force

Dion Burns,

Linda Darling-Hammond,

Caitlin Scott

Oct 15 2020
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Some districts in California are beating the odds when it comes to supporting student success across all demographics. Developing and retaining high-quality teachers is one strategy these districts use. This brief looks at lessons learned from the strategies these districts use.

Topics Educator Quality, Equitable Resources and Access
Report

Using Performance Assessments to Support Student Learning

Anna Maier,

Julie Adams,

Dion Burns,

Maya Kaul,

Marisa Saunders,

Charlie Thompson

Oct 13 2020
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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.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Brief

Using Performance Assessments to Support Student Learning

Anna Maier,

Julie Adams,

Dion Burns,

Maya Kaul,

Marisa Saunders,

Charlie Thompson

Oct 13 2020
|
Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment
Report

Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn

Daniel J. Losen,

Paul Martinez

Oct 01 2020
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National estimates show that during the 2015–16 school year, nearly 11.4 million days of instruction were lost due to out-of-school suspensions. Disciplinary actions that remove students from the classroom, coupled with lost instruction caused by COVID-19, have resulted in high rates of learning loss, particularly for students of color and students with disabilities. As students’ opportunities to learn continue to diminish, educational inequities persist.

Topics Equitable Resources and Access, Accountability and Improvement, The Every Student Succeeds Act (ESSA), 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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