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The Relationship Centered Schools (RCS) campaign seeks to transform schools by creating opportunities for relationship-building, valuing student voice, and investing in staff. The experiences of two RCS sites in California shed light on factors that enable or hinder relationship-centered practices as well as implications for practice and policy.
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UCLA Community School (UCLA-CS), a public school in central Los Angeles, serves a large immigrant population, almost all of whom use a language other than English to communicate with their families. Six key practices contribute to UCLA-CS’s positive school-level outcomes, including above average graduation rates and teacher retention.
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At Oakland International High School, all students are newcomers, meaning they have been in the United States for fewer than 3 years. Most students are English learners, and many have experienced interruptions in their schooling. Oakland International leverages community school structures and partnerships to support students’ success.
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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. Unique in its multiyear funding commitment and minimal spending restrictions, LCFF is associated with increased student achievement and school outcomes.
Linda Darling-HammondMichael A. DiNapoli Jr.Tara Kini
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Recent teacher shortages demonstrate the need to develop a stronger education profession in the United States. Experts have identified seven key areas the federal government can focus on to build a nationwide strategy for teacher recruitment, preparation, support, and retention.
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Not all school safety strategies are effective, and some can lead to unintended consequences. Existing research sheds light on the evidence base for two very different approaches to school safety and efficacy on creating safe schools.
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In a comprehensive list, LPI policy experts outline how community schools can utilize a variety of federal programs with approximately $366 billion in available funding to provide services and advance whole child approaches to education.
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Over the past few years, COVID-19, school shootings, systemic racism, and other crises have upended schools and made one thing epically clear: Returning to business as usual is not an option. This impact report reflects LPI’s efforts to inform practice and policy that can reinvent and redesign schools to enable equitable and empowering learning for each and every child.
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Exclusionary discipline (suspension and expulsion) increases risks of student misbehavior, dropout, and incarceration—and Black students are 4 times more likely than White students to experience such discipline. An alternative to exclusionary discipline, restorative practices address root causes of misbehavior and can improve academic, disciplinary, and school climate measures and reduce racial disparities.
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Oakland Unified School District's long-standing community schools initiative offers lessons for districts implementing a community schools strategy, illustrating an approach focused on integrating whole child educational practices and providing sustained support through centralized district infrastructure.
