Reports

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Showing 10 of 26 resources

Report

The Teacher Residency: An Innovative Model for Preparing Teachers

Roneeta Guha,

Maria E. Hyler,

Linda Darling-Hammond

Sep 15 2016
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The teacher residency model holds much promise to address the issues of recruitment and retention in high-need districts and subject area shortages. This model also has the potential to support systemic change and building of the teaching profession, especially in the most challenging districts. Initial research is promising as to the impact residencies can have on increasing the diversity of the teaching force, improving retention of new teachers, and promoting gains in student learning.

Topics Educator Quality, Educator Quality: Professional Learning
Report

The Road to High-Quality Early Learning: Lessons From the States

Marjorie Wechsler,

David L. Kirp,

Titilayo Tinubu Ali,

Madelyn Gardner,

Anna Maier,

Hanna Melnick,

Patrick M. Shields

Jun 29 2016
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Considerable research exists on the elements of high-quality early childhood education and its many benefits, particularly for low-income children and English learners, but little information is available to policymakers about how to enact their visions of good pre-k programs. This report fills that gap by describing and analyzing how four states—Michigan, West Virginia, Washington, and North Carolina—have built high-quality early education systems.

Topics Early Childhood Learning, Educator Quality
Report

Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research

Tara Kini,

Anne Podolsky

Jun 03 2016
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Do teachers, on average, continue to improve in their effectiveness as they gain experience in the teaching profession? This review of research finds that teaching experience is, on average, positively associated with student achievement gains throughout a teacher’s career, especially in collaborative school environments.

Topics Educator Quality, Educator Quality: Professional Learning, Educator Quality: Evaluation & Career Development, Educator Quality: Recruitment & Retention, Equitable Resources and Access, Deeper Learning: School Organization & Design
Report

Pathways to New Accountability Through the Every Student Succeeds Act

Linda Darling-Hammond,

Soung Bae,

Channa Cook-Harvey,

Livia Lam,

Charmaine Mercer,

Anne Podolsky,

Elizabeth Leisy Stosich

Apr 20 2016
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This report provides critical information about the requirements and opportunities under the new federal education law, the Every Student Succeeds Act. Drawing on promising examples from several states, as well as from New York City and Alberta, Canada, the authors offer alternative approaches to developing, presenting, and using a multiple-measure accountability system.

Topics Deeper Learning, Accountability and Improvement, Deeper Learning: School Organization & Design, Educator Quality: Professional Learning, Equitable Resources and Access, The Every Student Succeeds Act (ESSA)
Report

Redesigning School Accountability and Support: Progress in Pioneering States

Channa Cook-Harvey,

Elizabeth Leisy Stosich

Apr 09 2016
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During 2015, a group of diverse states began to work together to redesign their accountability systems so as to better support school improvement and students’ acquisition of deeper learning skills to ensure all students are college, career, and life ready upon graduation. This report documents the progress made by 10 states to transform their systems of accountability to support more meaningful learning opportunities for all students.

Topics Deeper Learning, Accountability and Improvement, Deeper Learning: College, Career & Civic Participation, Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: School Organization & Design, Educator Quality: Professional Learning, The Every Student Succeeds Act (ESSA)
Report

Addressing California’s Emerging Teacher Shortage

Linda Darling-Hammond,

Roberta Furger,

Patrick M. Shields,

Leib Sutcher

Jan 19 2016
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After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This report examines shortage indicators, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers where they are needed.

Topics Educator Quality, Educator Quality: Recruitment & Retention, Educator Quality: Professional Learning, Educator Quality: Evaluation & Career Development, Equitable Resources and Access

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Report

Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color

Apr 19 2018

More and more states and districts are recognizing that recruiting and retaining teachers of color can help meet their students' needs while also helping to curb critical teacher shortages. But prospective teachers of color encounter unique barriers to entering and staying in the profession. High-retention pathways—combining high-quality clinically rich preparation with financial support—can be especially effective at reversing those trends.

Report

Building an Early Learning System that Works: Next Steps for California

Jan 23 2018

There is overwhelming evidence that children’s early years, from birth through preschool, are a crucial time for their development, and that high-quality early learning opportunities support children’s school readiness, promote later life success, and yield a return of up to $7 for every $1 invested. Providing access to high-quality ECE for all children in California will require a comprehensive approach to turning an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers. A complement to LPI’s earlier report Understanding California’s Early Care and Education System, this report examines the challenges California’s counties face in providing ECE and provides recommendations for improving access to high-quality ECE for all children.

Report

The Promise of Performance Assessments: Innovations in High School Learning and Higher Education Admissions

Jan 18 2018

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.

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