The Reimagining College Access (RCA) initiative is a national effort to advance the use of student performance assessments to inform higher education admissions, placement, and advising decisions.
The Shared Learning Initiative builds the capacity of California communities to advance more equitable and racially just school systems through partnerships with school and district leaders.
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.
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.
The Whole Child Policy Table unifies and coordinates the work of a broad set of policy partners working to create school environments in which every student is supported to learn and thrive academically, socially, and emotionally.
The Teacher Licensure Collaborative supports participating states in revising teacher licensure and certification standards to incorporate whole child practices, include social and emotional learning, and ensure alignment with the science of learning and development.
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.
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 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.
The State Performance Assessment Learning Community (SPA-LC) is a national effort that supports states seeking to enact performance-based systems of assessment at scale.
