|
Since our November 8th election, educators across the country have been stunned by the increase in racial slurs, bullying, and graffiti featuring swastikas and hate speech on campuses, emulating what children saw and heard in the presidential campaign. While deeply disturbing, the explicitness and widespread public eruption of hate speech of all kinds gives us a direct opportunity to create a curriculum of civility and caring, and to unseat the tacit bigotry that is often under the surface in schools.
Inclusive, well-resourced, high-quality schools that ensure all children have opportunities to learn and thrive are necessary to overcome historical and contemporary social and educational inequities.
Findings from the science of learning and development contain powerful lessons for improving education to help every student access opportunities and reach their full potential.
Effective systems of accountability and continuous improvement support schools and districts in assessing progress, identifying needs, and overcoming barriers to teaching and learning.
Advances in education policy and practice are needed to mitigate the systemic disparities that prevent many Black, Indigenous, and other children of color from accessing a high-quality, empowering education.
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.
Effective school design can support the whole child by providing high-quality academic learning, promoting strong interpersonal relationships, and offering authentic and culturally sustaining instruction.
Students need to develop social, emotional, and academic competencies to succeed in life. School programs that foster social and emotional learning are associated with positive outcomes for attitudes, achievement, and educational attainment.
Data from the U.S. Department of Education’s Office of Civil Rights Data Collection demonstrate that students of color, students with disabilities, and other historically underserved students are disproportionately impacted by zero-tolerance school discipline policies. During this briefing, panelists highlighted alternative, research-based school discipline policies and practices which create safe, inclusive learning environments for all students. LPI also released a new report, Protecting Students’ Civil Rights: The Federal Role in School Discipline.
Making timely, effective connections between research, policy, and practice can be a difficult task for researchers, policymakers, and educators alike. In this webinar, leaders in education discuss the challenges and opportunities in putting evidence into practice to improve outcomes for children and students—including showcasing different models being developed in California.
