Publications
Equal Opportunity for Deeper Learning
This report calls for fundamental changes in curriculum, assessment, and policy to ensure equity among students regardless of socioeconomic status.
Whose Choice? Student Experiences and Outcomes in the New Orleans School Marketplace
Adamson, Cook-Harvey, and Darling-Hammond examine the experiences of students and families managing their way through a portfolio of charter schools in New Orleans.
Male Teachers of Color Take a Lesson from Each Other
In Phi Deta Kappan, Travis J. Bristol writes about a social-emotional support network for male teachers of color.
Centered on Results: Assessing the Impact of Student-Centered Learning
A series of studies by Nellie Mae examine how to ensure that all students get an opportunity to reach college and career readiness.
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth — Full Series
A series of reports describe social emotional learning practices at three socioeconomically and racially diverse urban high schools.
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth — Case Studies
Three case studies describe how highly effective schools design, implement, and practice school-wide social emotional learning.
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth — Brief
This brief report highlights findings from SCOPE's study on effective social emotional learning practices at three urban high schools.
Can Value Added Add Value to Teacher Evaluation?
Linda Darling-Hammond debates the benefits and difficulties of using value-added methods to evaluate educators and schools.
Accountability and the Federal Role: A Third Way on ESEA
Amid a highly polarized debate on reauthorizing NCLB, two different school reform "camps" have found common ground on addressing Federal educational accountability policy.
Differentiating PD for Male Teachers of Color
This article by Travis Bristol describes a professional development approach for male teachers of color.
Developing Effective Communities of Practice Using the National Board Certification Process
New Paradigm for Educational Accountability Series
This series on accountability features articles, commentaries, and videos by leading thinkers in business, policy, civil rights, schools, and academia.
A District Linked Learning Principal Network Grows Leadership Capacity
Jaquith and Johnston identify five lessons for district leaders to support learning among Linked Learning principals.
The Graduate Profile: A District Strategy for the Coherent Alignment of Student Outcomes
Elle Rustique describes how a graduate profile can help a Linked Learning district achieve coherence between school practices, district goals, state policies, and national standards.
The District Office as a Site for Work-Based Learning
Jaquith and Johnston show how district and school leaders can help Linked Learning teachers better understand career-relevant knowledge and skills.
Valuing Career and Technical Education
Jaquith and Johnston offer strategies for Linked Learning pathway instructors to integrate core academic and career technical subjects to truly prepare students for college and career
Supporting Continuous Improvement in California’s Education System
A report from Darling-Hammond and Plank examines key elements of the education accountability system now being enacted by the state.
Performance Assessments: How State Policy Can Advance Assessments for 21st Century Learning
Parsi and Darling-Hammond look at how states are changing strategies to better target 21st-century learning skills.
Site-Based Leadership for Improving Instruction
Ann Jaquith describes how leaders can develop instructional capacity to improve teaching and learning
Teaching Around the World: What Can TALIS Tell Us?
Burns and Darling-Hammond look at how the latest results of the international teacher survey can inform U.S. policy on teaching quality.
