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Fact Sheet

Early Childhood Essentials

Beth Meloy,

Abby Schachner

Oct 15 2019
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Based on the report, Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies, this fact sheet presents the skills children should have upon entering kindergarten and the skills and competencies early educators need to support effective learning experiences. Providing leaders with a fundamental understanding of early childhood education will help them make informed decisions to ensure educators have the resources they need to provide every child with the opportunity to enter school ready to thrive.

Topics Early Childhood Learning, Educator Quality, Deeper Learning
Report

Early Childhood Essentials

Beth Meloy,

Abby Schachner

Oct 15 2019
|
What skills and competencies do early childhood educators need in order to provide high-quality early learning experiences? What essential skills should children master before entering kindergarten? The Early Childhood Essentials framework answers these questions based on an analysis of relevant research. It is a must-read for local and state decision-makers looking to build and expand high-quality early learning programs.

Topics Early Childhood Learning, Educator Quality, Deeper Learning
Infographic

Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies

Oct 15 2019
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Providing high-quality early learning experiences is complex work. This infographic presents a framework for the essential skills and competencies children should acquire before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide the high-quality early learning that will set all children on the path to success in school and in life.

Topic Early Childhood Learning
Report

Teaching the Way Students Learn Best

Jacqueline Ancess,

Bethany L. Rogers,

DeAnna Duncan Grand,

Linda Darling-Hammond

Oct 01 2019
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Most students at New York’s Bronxdale High School enter 9th grade achieving well below proficiency levels on standardized tests, yet they end up outperforming their peers and city averages in credit accrual, graduation rates, and enrollment in postsecondary education. Educators at Bronxdale teach the way students learn best by tightly weaving social and emotional skills and academic mindsets with academic learning in a safe, caring and collaborative learning environment.

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

Chula Vista Elementary School District: Positive Outliers Case Study

Laura E. Hernández,

Crystal A. Moore

Sep 10 2019
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Chula Vista Elementary School District (CVESD) is California’s largest elementary school system with over 30,000 students, 90% of whom are students of color and over one third of whom are English learners. CVESD has made significant investments in capacity building and focused on continuous improvement, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.

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

Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning

Dion Burns,

Linda Darling-Hammond,

Caitlin Scott,

Taylor Allbright,

Desiree Carver-Thomas,

Eupha Jeanne Daramola,

Jane L. David,

Laura E. Hernández,

Kate E. Kennedy,

Julie A. Marsh,

Crystal A. Moore,

Anne Podolsky,

Patrick M. Shields,

Joan Talbert

Sep 10 2019
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This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.

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

Clovis Unified School District: Positive Outliers Case Study

Joan Talbert,

Dion Burns

Sep 10 2019
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Clovis Unified School District (USD) serves about 43,000 California students, with sizeable groups of Latino/a and Hmong students and 40% of all students being eligible for free or reduced-price lunch. Clovis USD’s unique culture and its specific approaches to supporting student learning have made it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.

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

Gridley Unified School District: Positive Outliers Case Study

Dion Burns,

Patrick M. Shields

Sep 10 2019
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Gridley Unified School District serves more than 2,000 students in a small rural town in California. The median annual household income in Gridley is just over 60% of the state average. Located in a close-knit community, Gridley Unified has created a culture of support to promote student learning, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.

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

Hawthorne School District: Positive Outliers Case Study

Taylor Allbright,

Julie A. Marsh,

Eupha Jeanne Daramola,

Kate E. Kennedy

Sep 10 2019
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Hawthorne School District (HSD) is a small district serving a working-class suburb of the Los Angeles metropolitan area. Eighty-seven percent of students are from low-income families, 71% are Latino/a, and 21% are African American. HSD employs critical practices and policies to promote learning, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.

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

Long Beach Unified School District: Positive Outliers Case Study

Desiree Carver-Thomas,

Anne Podolsky

Sep 10 2019
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Long Beach Unified School District (LBUSD) educates approximately 72,200 students, 90% of whom are students of color, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD employs critical practices and policies to promote learning, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.

Topics Deeper Learning, Educator Quality, Equitable Resources and Access

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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.

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