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Showing 51 - 60 of 189 resources

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
Brief

The Federal Role in Advancing Education Equity and Excellence

Aug 28 2020
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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.

Topics Equitable Resources and Access, Accountability and Improvement, The Every Student Succeeds Act (ESSA), Deeper Learning, Educator Quality, Early Childhood Learning
Report

Restarting and Reinventing School: Learning in the Time of COVID and Beyond

Linda Darling-Hammond,

Abby Schachner,

Adam K. Edgerton ,

Aneesha Badrinarayan ,

Jessica Cardichon,

Peter W. Cookson, Jr.,

Michael Griffith,

Sarah Klevan,

Anna Maier,

Monica Martinez ,

Hanna Melnick,

Natalie Truong ,

Steve Wojcikiewicz

Aug 25 2020
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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.

Topics COVID-19, Equitable Resources and Access, Deeper Learning, Educator Quality, Early Childhood Learning
Report

Assessing College Readiness Through Authentic Student Work

Michelle Fine,

Karyna Pryiomka

Jul 21 2020
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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.

Topics Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: College, Career & Civic Participation
Brief

Leveraging Resources Through Community Schools: The Role of Technical Assistance

Anna Maier,

Sarah Klevan,

Naomi Ondrasek

Jul 17 2020
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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.

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

Measuring Student Socioeconomic Status: Toward a Comprehensive Approach

Peter W. Cookson, Jr.

Jun 25 2020
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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.

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

Reopening Schools in the Context of COVID-19: Health and Safety Guidelines From Other Countries

Hanna Melnick,

Linda Darling-Hammond,

Melanie Leung-Gagné,

Cathy Yun,

Abby Schachner,

Sara Plasencia ,

Naomi Ondrasek

May 15 2020
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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.

Topics COVID-19, Equitable Resources and Access
Report

Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done

Stephanie Levin,

Caitlin Scott,

Man Yang,

Melanie Leung-Gagné,

Kathryn Bradley

May 14 2020
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With nearly 1 in 5 principals leaving their schools each year, turnover is high and concerning. This report and brief by LPI and the National Association of Secondary School Principals look at the causes, impacts, and strategies for principal retention.

Topics Educator Quality, Educator Quality: Professional Learning, Deeper Learning
Brief

Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done

Stephanie Levin,

Caitlin Scott,

Man Yang,

Melanie Leung-Gagné,

Kathryn Bradley

May 14 2020
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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.

Topics Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention, Deeper Learning
Report

California’s Special Education Teacher Shortage

Naomi Ondrasek,

Desiree Carver-Thomas,

Caitlin Scott,

Linda Darling-Hammond

Feb 18 2020
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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.

Topics Educator Quality, Educator Quality: Recruitment & Retention

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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