Learning Policy Institute

In the area of Early Childhood Education, LPI continued to conduct research to inform policymakers' efforts to provide universal access to high-quality early learning. LPI reported on how local districts are addressing key areas for expansion, including instruction and assessment, workforce development, facilities and transportation. LPI also produced a report on how other states have successfully coordinated preschool providers in very different contexts and settings and need different kinds of support. In the area of Educator Quality, LPI identified seven key areas the federal government can focus on to build a nationwide strategy for teacher recruitment, preparation, support, and retention in its report The Federal Role in Ending Teacher Shortages. In California, LPI examined the factors teachers report how well prepared they feel and what factors contribute to those perceptions. In Texas, LPI took a deep dive into the state of the Texas teacher workforce to understand the conditions that have led to shortages and to surface the solutions and policies that can help in its report, Strengthening Pathways Into the Profession in Texas: Challenges and Opportunities. In the area of Equitable Resources and Access, LPI is continuing to partner with the National Conference of State Legislatures to support a cohort of 49 state legislators and legislative staff from 31 states who are participating in the Education Finance Fellowship to advance adequate and equitable state school finance policies. LPI also published a paper examining the impact of California's Local Control Funding Formula's impact on students' academic achievement, reduced grade repetition, and enhanced the likelihood of graduating from high school and being college-ready. LPI released two reports on students experiencing homelessness: Federal and State Resources for Students Experiencing Homelessness and Supporting Students Experiencing Homelessness: District Approaches to Supports and Funding. In the area of whole child education, LPI authored a series of papers focused on the school characteristics meant to address students' academic, social, and emotional needs, including: Striving for Relationship-Centered Schools: Insights from a Community-Based Transformation Campaign; Safe Schools, Thriving Students: What We Know About Creating Safe and Supportive Schools; Fostering Belonging, Transforming Schools: The Impact of Restorative Practices; and Evidence for Social Emotional Learning in Schools. To show how these practices play out in actual schools, we also developed case studies of Oakland International High School and UCLA Community School.