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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.
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The new Every Student Succeeds Act offers states flexibility to create new approaches to school accountability and to design appropriate interventions for schools in need of assistance. This brief provides an overview of four commonly used interventions that, when well implemented, have been shown to increase opportunities and improve performance, particularly for historically underserved students. It also identifies the conditions under which they have been effective.
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The Escuela Nueva (New School) model, introduced in Colombia 40 years ago, is almost unknown in the U.S., despite international accolades for its learning-by-doing approach. Teachers, parents, and students also have a say in how the school is run. While most of the students are poor and live in rural communities, they do as well on reading and math tests as their middle-class urban counterparts. A move is afoot to bring the model here.
Many states, districts, and schools are seeking to expand instruction to support higher-order thinking skills and are developing authentic performance assessments that measure student mastery on a deeper level.
Community schools are an evidence-based strategy to advance equity and reduce barriers to learning by providing the services needed to support student and family well-being.
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.
Curriculum, instruction, and assessment focused on deeper learning develop students’ abilities to think critically and solve complex problems, communicate effectively, work collaboratively, and learn independently.
Research shows that the use of restorative practices improves achievement, reduces disciplinary and achievement gaps, and supports students’ mental health while making schools safer.
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.
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.
