Reports

Most students at New York’s Bronxdale High School enter 9th grade achieving well below proficiency levels on standardized tests, yet they end up outperforming their peers and city averages in credit accrual, graduation rates, and enrollment in postsecondary education. Educators at Bronxdale teach the way students learn best by tightly weaving  social and emotional skills and academic mindsets with academic learning in a safe, caring and collaborative learning environment.

This report examines the commonalities among seven diverse "positive outlier" school districts in which students are achieving at higher-than-predicted levels. The seven districts are among more than a hundred California school districts in which African American, Latino/a, and White students achieved at higher-than-predicted levels, controlling for their socioeconomic status.

Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and a California school district's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems. 

LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds?

In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices.

Money matters when it comes to improving our nation’s schools, but how that money is spent is critical. This report reviews and analyzes efforts by four states to undertake progressive school funding strategies in order to substantially improve learning opportunities for all students and provides recommendations for federal and state policies to address funding inequalities that contribute to the cycle of poverty.

School principals are responsible for maintaining a positive school climate, motivating school staff, and enhancing teachers’ practice. They are vital to ensuring teachers’ success in the classroom and students’ success, but one in five principals leaves their school each year and the numbers are worse in schools in underserved communities. Inadequate preparation, poor working conditions, insufficient salaries, lack of authority, and high-stakes accountability policies are among the drivers of principal turnover that must be addressed.

In American public schools, most racial and ethnic segregation—and most financial inequity—occurs between, not within, school districts, which is why cooperative interdistrict approaches are often the most effective at addressing these problems. Looking at three regions—Boston, MA; Hartford, CT; and Omaha, NE—the authors examine interdistrict desegregation designs that use innovative funding strategies to foster equity, quality, and access. They share academic and social outcomes and identifies lessons for policymakers.

Public schools are increasingly segregated along both racial and socioeconomic lines and many of the most extremely segregated schools are also the most under-resourced, plagued by inexperienced educators, lack of access to quality curriculum, and lack of quality facilities or access to technology. Although integrated education is not a panacea, diverse learning environments benefit all students and the federal government plays a critical role in fostering school diversity.

Teacher leaders in California are collaborating to lead sustainable professional development for implementation of new student standards within their districts. This statewide effort, the Instructional Leadership Corps, has been in place for the last 4 years and participant feedback has been overwhelmingly positive about the experience. This study describes how teacher-led learning can motivate shifts in practice, enhance teachers’ professionalism and efficacy, and create supportive systems and strategic relationships that can sustain change.