Learning Policy Institute

If you are thinking about how to navigate evolving federal policies while supporting educators, two recent reports from the Learning Policy Institute offer crucial insights and actionable strategies for state leaders: -> How Federal Actions Could Impact State Teacher Diversity Efforts—and What States Can Do: https://lnkd.in/ebn2G3dV ->How Federal Actions Could Deepen Teacher Shortages—and What States Can Do: https://lnkd.in/en3CHHfF Both are highly relevant reads for policymakers, district leaders, and education advocates working to ensure every student has access to a well-prepared teaching staff.

Student achievement isn't a partisan issue—but the solutions often get lost in political noise. Linda Darling-Hammond's blog cuts through that noise, examining high-achieving and rapidly improving states across the political divide to chart a clearer path forward for all students. Linda Darling-Hammond will join Connecticut Governor Ned Lamont and state leaders from Colorado, Maryland, and Utah for a timely discussion on what states are doing right to improve student achievement. 📖 Read the blog: https://lnkd.in/er33_nc7 🎦 Register for the webinar: https://lnkd.in/ePdqBpCb

Teachers of diverse backgrounds improve school climate and outcomes for all students, and while states have made progress in strengthening and diversifying the educator workforce, recent federal actions could affect those efforts. Despite these federal changes, states can implement evidence-based strategies to protect and build their educator pipelines and foster student achievement. Read the blog: https://lnkd.in/ebn2G3dV

⏰ 𝗛𝗮𝗽𝗽𝗲𝗻𝗶𝗻𝗴 𝘁𝗼𝗺𝗼𝗿𝗿𝗼𝘄, 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿 𝟭𝟳𝘁𝗵! Join the GDTFIII Webinar Series for Educator Workforce, a conversation about what the latest research tells us about these challenges and potential policy solutions. Researchers will discuss five-year teacher retention patterns, structural shortages, educator distribution across California, and evidence-based options for building a stronger, more stable, and diverse educator pipeline. Hear from: 🎤 Maya Kaul, University of Pennsylvania 🎤 Susan Kemper Patrick, Learning Policy Institute 🎤 Thomas Smith, University of California, Davis 🎤 Nicole Arshan, Learning Policy Institute 📅 September 17 🕛 12PM PT 💻 Virtual There’s still time to register: https://lnkd.in/eFyB7aC4

Research confirms that principal turnover negatively impacts student achievement and teacher retention. A California-focused analysis of statewide data examines trends in principal preparation, experience, and distribution, identifying key school, district, and principal characteristics associated with turnover across the state. Read the report: https://lnkd.in/gRuzi-hB Learn more about #GettingDowntoFacts: https://lnkd.in/gkUEt3En

Located in southern Los Angeles County, Lynwood Unified School District is a tight-knit community serving 10,900 students across 17 schools. Among the multiple strategies Lynwood used to successfully scale and implement community schools, building the capacity of community schools coordinators was key. By focusing on developing the coordinators, who are the ambassadors of the strategy—in an intentional, coherent, and consistent way—the district has been able to make great strides in implementation over the course of 2 years with positive student, family, and community outcomes. Chronic absence and suspensions have declined by one third, and achievement has grown in nearly every school. Explore lessons from Lynwood on building coordinators' capacity to drive districtwide community schools implementation. Read the report: https://lnkd.in/gBYmWdVG #CoordinatorsRock

To shift classrooms into learning environments that support the whole child, teachers themselves must learn in preparation programs that attend to the science, structures, and practices that support deeper learning. This LPI and EdPrepLab interactive site outlines five design principles for enacting teacher preparation that are aligned with the science of learning and development. Explore the design principles: https://lnkd.in/eJDWgggK

Keeping students safe in classrooms is a key factor in supporting attendance throughout the school year. Despite American schools spending more than $4 billion annually on metal detectors, surveillance cameras, and weapons detections systems, evidence consistently shows that the most successful strategies to prevent violence aren't hardware based—they depend on students feeling connected, trusted, and supported. Read the blog for what works in keeping students safe: https://lnkd.in/ga5ykkny #AttendanceAwareness

September 24, 1–2 p.m. ET | Join LPI, Connecticut Governor Ned Lamont, and state education chiefs from Colorado, Maryland, and Utah for a conversation about the state strategies and investments that can improve student achievement, including: ✔️Comprehensive and evidence-based instructional design ✔️Sustained investments in principal and teacher capacity and support ✔️Funding tied to student needs Register to hear what red, blue, and purple states are doing right when it comes to student achievement: https://lnkd.in/ePdqBpCb Cosponsored by Education Commission of the States, the National Association of State Boards of Education (NASBE) , and the National Conference of State Legislatures

As the school year begins, districts are weighing different approaches to student safety, from metal detectors and armed security guards to building more supportive school cultures. LPI Senior Researcher and Policy Advisor Jennifer DePaoli joined Cincinnati Edition to discuss school safety research. 🎧 Listen to the conversation from Cincinnati Public Radio: https://lnkd.in/eWirh8_D 📖 Read LPI's blog on what research shows keeps students safe: https://lnkd.in/ga5ykkny