Projects

The California Performance Assessment Collaborative (CPAC) convenes educators, policymakers, and researchers who are working to analyze and advance the use of authentic approaches to assess and support student learning.

LPI’s Center for School and System Redesign supports research, practice initiatives, and policy strategies that can transform educational systems to respond to the needs of young people for an equitable and empowering education in our rapidly changing world.

Community Schools Forward is a partnership of four organizations collaborating with education practitioners, researchers, and leaders across the country to strengthen the community schools field.

The Educator Preparation Laboratory (EdPrepLab) is an initiative developed to support and strengthen high-quality educator preparation in the United States.

To help inform California’s systemic shifts towards whole child education, the Learning Policy Institute provides critical and timely research across several key issue areas.

Following a major court decision requiring more adequate and equitable school funding in New Mexico, the Learning Policy Institute conducted research to support the development of a new, equitable and high-quality system of education.

LPI—in partnership with WestEd and the Friday Institute—has developed a series of research reports, associated briefs, and an overall Action Plan to provide a research base to inform North Carolina policy reform.

LPI has conducted research on several individual states, often at the request of state policymakers, to help inform evidence-based policies and support the work of states to reimagine their education systems.

A series of research projects by LPI and the National Association of Secondary School Principals identified the causes of turnover and the policies and practices that encourage principals to remain.

The Racial Equity Leadership Network (RELN) is a fellowship program for district leaders who are committed to addressing persistent disparities in their systems and ensuring that race, ethnicity, and socioeconomic status are not predictors of student success.