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Changes to California's policies for English learners (EL), including EL-specific instructional materials and increased funding, could improve educational outcomes for these students. New research describes these policies and impacts on ELs' academic skills and English proficiency.
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Providing engaging learning experiences to all students requires school leaders to implement new school structures and classroom practices. Leadership programs can help school leaders acquire and apply the knowledge and skills needed to support this transformation, and policies can bolster adoption of the practices that lead to deeper learning.
Melanie Leung-GagnéSusan Kemper PatrickEmma García
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Where are the best places to teach in the United States? The worst? State profiles, drawn from more than 40 indicators, show that conditions such as salaries, working environment, and resources vary substantially from state to state and have significant impacts on attractiveness and equitable student access to well-prepared teachers.
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Teaching performance assessments (TPAs) are used by many states to assess candidates’ classroom readiness—a critical mission for preparation programs and the state agencies that approve programs and set licensure standards. Understanding the relationship between preparation experiences and TPA success can inform programmatic and policy decisions.
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Teacher residencies offer an approach to address teacher shortages while improving teacher preparation. Through robust financial and educational support, residencies attract diverse candidates who stay in teaching. Five effective California programs yield policy recommendations, including strategies for designing and funding sustainable, affordable programs that support candidates.
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Teacher apprenticeships aim to expand the supply of well-prepared teachers by allowing candidates to earn a salary and on-the-job experience while working toward a teaching license. Tennessee’s apprenticeship in teaching is the first to be registered in the United States.
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Attending relationship-centered schools can enhance students’ academic outcomes, motivation, and positive social behavior. This study shares the emerging impacts of two relationship-centered efforts to foster student learning and well-being in schools and districts, including approaches that allow students and adults to build trust and shared knowledge.
Linda Darling-HammondMarjorie WechslerStephanie LevinMelanie Leung-GagnéSteve Tozer
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High-quality learning opportunities for principals can improve their effectiveness, teacher retention, and student achievement—and state and district policies can influence principals’ access to these opportunities. Key policy levers include standards for leadership practices, preparation programs, and licensure as well as investments in induction programs, leadership pipeline programs, and professional development.
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There is widespread agreement that addressing physical safety threats students may encounter at school should be a priority. But how this can best be accomplished is hotly debated. A new study reveals that some popular approaches can have unintended consequences.
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In 2013, California implemented an ambitious school funding reform, the Local Control Funding Formula (LCFF), which allocates funding by the proportion of high-need students in the district. LCFF-induced funding increases improved students’ academic achievement, reduced grade repetition, and enhanced the likelihood of students graduating from high school and being college-ready.
