Reports

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Showing 1 - 10 of 93 resources

Report

Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings?

Joshua Sussman,

Hanna Melnick,

Emily Newton,

Kerry Kriener-Althen,

Karen Draney,

Peter Mangione,

Perman Gochyyev

Jul 27 2022
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Early learning has the potential to support children’s learning and development prior to kindergarten. This study investigates the relationship between preschool quality in California and children’s learning and development. Children of almost all demographic groups enrolled in programs categorized as higher-tier showed more learning and development than those in lower-tier programs, though underserved children were less likely to attend the higher-tier programs.

Topics Early Childhood Learning, Accountability and Improvement, Equitable Resources and Access
Report

California’s Students in Foster Care: Challenges and Promising Practices

Dion Burns,

Danny Espinoza,

Julie Adams,

Naomi Ondrasek

Jul 26 2022
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In California, the approximately 47,000 students who live in foster care face complex educational challenges. This report sheds light on the needs, characteristics, and outcomes of California students living in foster care and promising practices to better support them, including enhancing effective coordination and collaboration among agencies; building trusting relationships in schools; and providing targeted social, emotional, and academic services.

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

Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities

Hanna Melnick,

Emma García,

Melanie Leung-Gagné

Jun 27 2022
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Estimates show that California has a substantial, urgent need for new lead and assistant transitional kindergarten teachers. To meet this need, California must develop new teachers and draw upon educators currently in the workforce. State policymakers can take steps to stabilize, support, and expand the broader early childhood workforce and build pathways for racially, linguistically, and culturally diverse educators.

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

Building School Communities for Students Living in Deep Poverty

Peter W. Cookson, Jr.,

Linda Darling-Hammond

May 25 2022
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More than 5 million children in the United States are living in deep poverty, households with a family income 50% below the poverty threshold. Researchers suggest that deep poverty-responsive schools—for instance, schools that are equitably funded based on fair school finance formulas, designed around community schools principles, and centered on whole child teaching and learning—can address the full range of children’s needs and help heal trauma associated with living in deep poverty.

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

Whole Child Policy Toolkit

May 25 2022
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Education should provide opportunities for every student to learn and thrive, but the current U.S. system often falls short. Research from the science of learning and development points to whole child education as a method to transform systems to provide high-quality learning for all students. The Whole Child Policy Toolkit can help state policymakers and education leaders advance whole child policy and support schools, districts, and communities to meet the needs of every child efficiently, effectively, and equitably.

Topic Deeper Learning: School Organization & Design
Report

Developing Effective Principals: What Kind of Learning Matters?

Linda Darling-Hammond,

Marjorie Wechsler,

Stephanie Levin,

Melanie Leung-Gagné,

Steve Tozer

May 23 2022
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Strong school leadership is critical for shaping productive learning environments, supporting excellence in teaching, and influencing student outcomes. But how can leaders strengthen their skills and knowledge to most effectively achieve these effects? Two decades of scholarship shed light on the elements of high-quality principal preparation programs and professional development associated with positive outcomes, as well as research and policy implications for a holistic approach to principal advancement and support.

Topics Educator Quality, Educator Quality: Professional Learning, Educator Quality: Evaluation & Career Development
Report

Preparing Wisconsin Teachers

Steve Wojcikiewicz

Mar 04 2022
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Policies that affect teachers play a vital role in creating equitable student access to deep and comprehensive learning experiences. In Wisconsin, several key policy strategies have been identified to improve and advance the preparation of a stable, diverse, well-qualified, and equitably distributed teacher workforce across the state to support all students’ learning and development.

Topics Educator Quality: Recruitment & Retention, Educator Quality, Deeper Learning
Report

Teacher Shortages During the Pandemic: How California Districts Are Responding

Desiree Carver-Thomas,

Dion Burns,

Melanie Leung-Gagné,

Naomi Ondrasek

Jan 26 2022
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Around the country, severe teacher shortages worsened by the pandemic have put greater pressure on teachers and administrators to scramble to cover positions. LPI researchers surveyed and spoke with districts across California to reveal the problems they face, explore the drastic measures they are taking to mitigate shortages, and offer state and federal policies address this issue.

Topics Educator Quality, Educator Quality: Recruitment & Retention, COVID-19
Report

Educator Learning to Enact the Science of Learning and Development

Linda Darling-Hammond,

Lisa Flook,

Abby Schachner,

Steve Wojcikiewicz,

Pamela Cantor,

David Osher

Jan 24 2022
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Advances in neuroscience, developmental, and learning sciences shed light on the ways that teaching practice must transform to support the whole child and cognitively complex learning. How can educators be supported to make these shifts? Research sheds light on the content educators need to learn about children’s learning and development, as well as effective strategies to support educator learning and capacity.

Topics Educator Quality, Deeper Learning, Educator Quality: Professional Learning
Report

Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education

Kimberly Jenkins Robinson

Dec 27 2021
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More than 50 years after the U.S. Supreme Court declared racially segregated schools unlawful in Brown v. Board of Education, educational opportunity and achievement gaps based on race, national origin, and class have endured. Limited protection for education as a civil right at the federal level and uneven protection at the state level have contributed to persistent inequities. Federal and state reforms could offer protection for education as a civil right and remedy racial discrimination.

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.

Brief

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

With significant state investment, teacher residencies are spreading throughout California. Vignettes on Humboldt County and Fresno Unified School District highlight examples of California teacher residencies and how they are helping to address shortages and support both students and teachers.

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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