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Report

Investing for Student Success: Lessons from State School Finance Reforms

Linda Darling-Hammond

Apr 09 2019
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Money matters when it comes to improving our nation’s schools, but how that money is spent is critical. This report reviews and analyzes efforts by four states to undertake progressive school funding strategies in order to substantially improve learning opportunities for all students and provides recommendations for federal and state policies to address funding inequalities that contribute to the cycle of poverty.

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

Understanding and Addressing Principal Turnover: A Review of the Research

Stephanie Levin,

Kathryn Bradley

Mar 19 2019
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School principals are responsible for maintaining a positive school climate, motivating school staff, and enhancing teachers’ practice. They are vital to ensuring teachers’ success in the classroom and students’ success, but one in five principals leaves their school each year and the numbers are worse in schools in underserved communities. Inadequate preparation, poor working conditions, insufficient salaries, lack of authority, and high-stakes accountability policies are among the drivers of principal turnover that must be addressed.

Topics Educator Quality, Educator Quality: Recruitment & Retention, The Every Student Succeeds Act (ESSA)
Brief

Sharing the Wealth: How Regional Finance and Desegregation Plans Can Enhance Educational Equity

John Brittain,

Larkin Willis,

Peter W. Cookson, Jr.

Feb 28 2019
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Most racial and ethnic segregation—and most financial inequities—in American public schools occur between, not within, school districts. Solving these problems often requires interdistrict solutions. Some regions are crossing boundaries and finding effecting ways to promote school diversity, equity, and access; examples include Boston, Hartford, and Omaha.

Topic Equitable Resources and Access
Report

Sharing the Wealth: How Regional Finance and Desegregation Plans Can Enhance Educational Equity

John Brittain,

Larkin Willis,

Peter W. Cookson, Jr.

Feb 28 2019
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In American public schools, most racial and ethnic segregation—and most financial inequity—occurs between, not within, school districts, which is why cooperative interdistrict approaches are often the most effective at addressing these problems. Looking at three regions—Boston, MA; Hartford, CT; and Omaha, NE—the authors examine interdistrict desegregation designs that use innovative funding strategies to foster equity, quality, and access. They share academic and social outcomes and identifies lessons for policymakers.

Topic Equitable Resources and Access
Report

The Federal Role and School Integration: Brown’s Promise and Present Challenges

Janel George,

Linda Darling-Hammond

Feb 28 2019
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Public schools are increasingly segregated along both racial and socioeconomic lines and many of the most extremely segregated schools are also the most under-resourced, plagued by inexperienced educators, lack of access to quality curriculum, and lack of quality facilities or access to technology. Although integrated education is not a panacea, diverse learning environments benefit all students and the federal government plays a critical role in fostering school diversity.

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

The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession

Rachel A. Lotan,

Dion Burns,

Linda Darling-Hammond

Feb 21 2019
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Four years into a project to support teacher instruction for deeper learning, research shows that an innovative professional development program is a decided success. Based on a model of teachers teaching teachers, California's Instructional Leadership Corps prepares teacher leaders to provide sustainable professional development aligned with new state standards. Participant feedback has been overwhelmingly positive and demonstrates how teacher-led learning can motivate shifts in practice, enhance teachers’ efficacy, and sustain change.

Topics Deeper Learning: Curriculum, Instruction & Assessment, Educator Quality: Professional Learning
Brief

The California Way: The Golden State’s Quest to Build an Equitable and Excellent Education System

Roberta C. Furger,

Laura E. Hernández,

Linda Darling-Hammond

Feb 21 2019
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California students, families, educators, and policymakers are at the center of one of the most ambitious, equity-focused education reforms in the country. Changes include a bold, new approach to equitable funding, a more holistic vision of student and school success, and community engagement in decision making. This study analyzes the impact of the reforms on opportunities and outcomes, and identifies the challenges ahead for California.

Topics Accountability and Improvement, Deeper Learning, Equitable Resources and Access
Report

The Instructional Leadership Corps: Entrusting Professional Learning in the Hands of the Profession

Rachel A. Lotan,

Dion Burns,

Linda Darling-Hammond

Feb 21 2019
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Teacher leaders in California are collaborating to lead sustainable professional development for implementation of new student standards within their districts. This statewide effort, the Instructional Leadership Corps, has been in place for the last 4 years and participant feedback has been overwhelmingly positive about the experience. This study describes how teacher-led learning can motivate shifts in practice, enhance teachers’ professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change.

Topics Deeper Learning: Curriculum, Instruction & Assessment, Educator Quality: Professional Learning
Report

The California Way: The Golden State’s Quest to Build an Equitable and Excellent Education System

Roberta C. Furger,

Laura E. Hernández,

Linda Darling-Hammond

Feb 21 2019
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In 2013, California adopted its Local Control Funding Formula (LCFF), which has shifted billions of dollars to districts serving high-need students, created a multiple-measure accountability system, and provided all districts with broad flexibility to develop spending plans aligned to local priorities and needs. This report examines LCFF and related reforms—the decade-plus effort leading to their passage and the impact on culture, practice, opportunities, and outcomes—and explores next steps to sustain and deepen improvement. Read the report or brief >

Topics Accountability and Improvement, Deeper Learning, Equitable Resources and Access
Brief

Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers

Beth Meloy,

Madelyn Gardner,

Linda Darling-Hammond

Jan 31 2019
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Research on early learning programs in the 1960s and 1970s revealed enormous benefits for children that lasted into adulthood, sparking investment in preschool programs, but two evaluations of large preschool programs that yielded mixed results created confusion about the wisdom of such investments. A review of rigorous and more recent research into the impact of preschool clarifies that students who attend high-quality preschool programs reap benefits that can last throughout their lives.

Topics Early Childhood Learning, Equitable Resources and Access

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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