Laura E. HernándezLinda Darling-HammondJulie AdamsKathryn BradleyDeAnna Duncan GrandMartens RocPeter Ross
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A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Big Picture Learning, Internationals Network for Public Schools, and New Tech Network have successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. A deep look into their systems and structures reveals common threads, including rethinking structures and relationships in schools, collaboration, professional learning, leadership development, and continual improvement.
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The Journal of Professional Capital and Community article, published in 2019, expands on the initial LPI report by situating the study within broader theories of human capital in the economic literature and discussing the implications of the findings for teachers’ professional development, school leadership, policy, and research.
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Can teaching and learning practices that foster “deeper learning” among all students—not just the most advantaged—be successfully replicated across large numbers of schools? The answer is an unqualified “yes,” according to a new study released today by the Learning Policy Institute.
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The teaching profession requires continuous learning and California's Instructional Leadership Corps was developed to address that need. The ILC is changing the paradigm for teacher learning by tapping the expertise and experience of local teachers, principals, and superintendents who have the training and support to lead ongoing professional development to peers in their own districts and in other schools and districts in their regions.
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What skills and competencies do early childhood educators need in order to provide high-quality early learning experiences? What essential skills should children master before entering kindergarten? The Early Childhood Essentials framework answers these questions based on an analysis of relevant research. It is a must-read for local and state decision-makers looking to build and expand high-quality early learning programs.
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Based on the report, Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies, this fact sheet presents the skills children should have upon entering kindergarten and the skills and competencies early educators need to support effective learning experiences. Providing leaders with a fundamental understanding of early childhood education will help them make informed decisions to ensure educators have the resources they need to provide every child with the opportunity to enter school ready to thrive.
Dion BurnsLinda Darling-HammondCaitlin ScottTaylor AllbrightDesiree Carver-ThomasEupha Jeanne DaramolaJane L. DavidLaura E. HernándezKate E. KennedyJulie A. MarshCrystal A. MooreAnne PodolskyPatrick M. ShieldsJoan Talbert
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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.
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San Diego Unified School District (SDUSD) supports teaching and learning in California’s second-largest school district. Nearly three quarters of SDUSD students are students of color, almost 60% of students are economically disadvantaged, and 24% are English learners. SDUSD has excelled at supporting the learning of all students, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.
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Sanger Unified School District (USD) serves approximately 12,000 students in California’s Central Valley. Seventy-three percent are from low-income families, 70% are Latino/a, and 18% are English learners. By developing a culture of continuous improvement and an instructional regime of direct instruction, Sanger USD has become one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.
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Long Beach Unified School District (LBUSD) educates approximately 72,200 students, 90% of whom are students of color, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD employs critical practices and policies to promote learning, making it one of California’s “positive outlier” districts in which students performed better than predicted on California state tests from 2015 through 2017.
