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Brief

Preparing Teachers for Deeper Learning

Linda Darling-Hammond,

Jeannie Oakes,

Steve Wojcikiewicz,

Maria E. Hyler,

Roneeta Guha,

Anne Podolsky,

Tara Kini,

Channa Cook-Harvey,

Charmaine Mercer,

Akeelah Harrell

Jun 10 2019
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Preparing Teachers for Deeper Learning summarizes a recent book of the same name that describes the work of pioneering teacher education programs to prepare their graduates to create personalized, inquiry-based learning for all students. They provide examples for teachers, teacher educators, and policymakers interested in making preparation for deeper learning the standard for today's teachers. The programs are also profiled separately in individual briefs which provide more detail.

Topics Educator Quality, Deeper Learning
Infographic

Ways That Social-Emotional Learning Can Be Integrated Throughout the School Day

May 21 2019
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When SEL is a key pillar of the school’s mission, teachers and leaders understand that SEL should be integrated into every aspect of the school, from explicit classroom instruction and infusion into academic content to school climate and culture. In this case, teachers can continue to grow their practices as they collaborate, learn from each other, and use SEL data to make instructional decisions, with the ultimate goal of nurturing students’ social, emotional, and academic learning.

Topic Deeper Learning
Report

Preparing Teachers to Support Social and Emotional Learning

Hanna Melnick,

Lorea Martinez

May 21 2019
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Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and a California school district's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems.

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

California’s Positive Outliers: Districts Beating the Odds

Anne Podolsky,

Linda Darling-Hammond,

Christopher Doss,

sean reardon

May 16 2019
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California’s Positive Outliers: Districts Beating the Odds analyzes scores of students in 435 school districts scores on California’s new assessments in English language arts and math. From this group, 156 “positive outlier” districts of significant size—where White, African American, and Hispanic students achieve at higher than predicted levels relative to their socioeconomic status—were identified. What in-school factors made the most difference in student achievement?

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

California’s Positive Outliers: Districts Beating the Odds

Anne Podolsky,

Linda Darling-Hammond,

Christopher Doss,

sean reardon

May 16 2019
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LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds?

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

Protecting Students' Civil Rights: The Federal Role in School Discipline

Jessica Cardichon,

Linda Darling-Hammond

May 01 2019
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In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices.

Topics Equitable Resources and Access, Accountability and Improvement
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
|
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

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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