Reports

A new study looks at the use of performance assessments for both K-12 learning and college admission, placement and advising. The study is the first research produced through Reimagining College Access, a national initiative of the Learning Policy Institute and EducationCounsel that for the first time brings together k-12 and higher education policy and practice leaders to recognize and foster high-quality k–12 performance assessment systems.

Education policymakers working to address the impacts of growing economic and racial inequality on students often look to community schools as an effective approach for supporting students and their families in communities facing concentrated poverty. This report, which synthesizes findings from 143 rigorous research studies, finds community schools can improve outcomes for all students, and especially those facing lack of access to high-quality schools and out-of-school barriers to learning.

For many years, states and the federal government have been creating a range of schooling options for students, and the focus of the new Administration on expanding choice is likely to accelerate this trend. This report examines the status of current educational options for U.S. students and what state policymakers can do to create high-quality opportunities that offer each family a system of schools worth choosing.

For decades, some politicians and pundits have argued that “money does not make a difference” for school outcomes. While it is certainly possible to spend money poorly, this viewpoint is strongly contradicted by a large body of evidence from rigorous empirical research. This document presents a brief explanation of the goal of school finance reforms, followed by summaries of the main bodies of evidence that illustrate how equitable and adequate school funding improves student outcomes.

This report analyzes the efforts of schools and school districts to improve academic achievement, particularly among students who have been historically underserved. Three case studies provide insights into both the potential of using deeper learning as a reform strategy that can lead to greater equity in academic outcomes and the obstacles that have prevented others from obtaining similar results.

Although the number of minority teachers more than doubled between 1987 and 2012, high turnover rates have undermined efforts to diversify the teacher workforce. Improving school organization, management, and leadership can support improved retention of minority teachers, according to this report, which examines and compares the recruitment, employment, and retention of minority and nonminority teachers over the past quarter century.

As students return to school this year, many will be in one of the more than 100,000 classrooms across the country staffed by an instructor not fully qualified to teach. This shortage of qualified teachers is almost entirely due to teachers leaving the profession and about 2/3 of teachers who leave do so for reasons other than retirement. This study looks at who is leaving, why, who is impacted, and policy considerations.

Well-designed and implemented professional development is an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. This report details key components of effective professional development and offers rich descriptions of model programs to inform education leaders and policymakers seeking to leverage professional development to improve student learning.

Early care and education (ECE) can have a positive effect on many aspects of children’s development, including the language, literacy, mathematics, executive functioning, and social-emotional competencies needed for a smooth transition into kindergarten and later life success. But for many families, high-quality ECE is out of reach. California has established a range of programs to support the development of children from birth to age 5, but these programs are uncoordinated, insufficient in scope, and of variable quality. This report provides a comprehensive overview of the state’s ECE system, describing its administration and funding, access to care, program quality, and data limitations.

How can schools be encouraged to help students develop socially and emotionally and to foster positive school environments in the context of new accountability under the Every Student Succeeds Act? This report provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated into an accountability and continuous improvement system.