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Showing 61 - 70 of 194 resources

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
Brief

California’s Special Education Teacher Shortage

Naomi Ondrasek,

Desiree Carver-Thomas,

Caitlin Scott,

Linda Darling-Hammond

Feb 18 2020
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The field of special education has long been plagued by persistent shortages of fully prepared teachers. New LPI research finds that the high turnover of special education teachers is associated with such issues as inadequate preparation, professional development, overwhelming workload, low compensation, and inadequate support. What can policymakers do to address this shortage and help recruit, prepare, support, and retain these teachers?

Topics Educator Quality, Educator Quality: Recruitment & Retention
Report

Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers

Jessica Cardichon,

Linda Darling-Hammond,

Man Yang,

Caitlin Scott,

Patrick M. Shields,

Dion Burns

Feb 12 2020
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Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience.

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

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce in California

Madelyn Gardner,

Beth Meloy,

Hanna Melnick,

Jessica Barajas

Dec 10 2019
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As California prepares to make major investments in its early childhood education workforce, three programs offer promising models for recruiting and preparing educators through innovative, affordable pathways. These successful programs provide lessons for the state's policymakers about how to ensure all children have teachers who meet high standards and reflect the racial, ethnic, cultural, and linguistic diversity of children and their families.

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

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

Madelyn Gardner,

Hanna Melnick,

Beth Meloy,

Jessica Barajas

Dec 10 2019
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The first years of a child’s life provide a foundation for long-term health and well-being. As states consider policy proposals to update credential or degree requirements for early childhood educators, they can look to promising programs and state policies that recruit and prepare diverse cohorts of educators to teach in early childhood education programs. This report includes case studies of distinct approaches offering innovative, affordable pathways to preparation for diverse candidates.

Topics Early Childhood Learning, Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention, Equitable Resources and Access
Brief

Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce

Madelyn Gardner,

Hanna Melnick,

Beth Meloy,

Jessica Barajas

Dec 10 2019
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Three California-based programs offer promising models for recruiting and preparing diverse cohorts of early educators through innovative and affordable pathways. These successful programs provide valuable lessons for policymakers and others interested in ensuring that all children have teachers who meet high standards and reflect the racial, ethnic, cultural, and linguistic diversity of students and their families.

Topics Early Childhood Learning, Educator Quality, Educator Quality: Professional Learning, Educator Quality: Recruitment & Retention, 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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