Linda Darling-Hammond and Julian Vasquez Heilig examine student progress and achievement in relation to accountability policy incentives in an urban district in Texas.
In this article, authors Linda Darling-Hammond and Diane Friedlaender discuss design features and policies that can promote exceptional high schools on a broad scale.
Shaun Harper's and Anthony Antonio's book shows how to capitalize on the diversity that exists on U.S. campuses in educationally meaningful ways.
Diane Friedlaender et al. take a look at the lessons we can learn from the schools that are successfully addressing the achievement gap in California.
A transcript of Linda Darling-Hammond's 2007 testimony before the House Education and Labor Committee on the draft bill to re-authorize No Child Left Behind.
In this article, Linda Darling-Hammond explores the negative consequences of the No Child Left Behind Act.
A chapter by Linda Darling-Hammond addressing the opportunity gap in American classrooms.
In this article, Linda Darling-Hammond outlines current disparities in educational access and proposes reforms needed to equalize opportunities to learn.
Darling-Hammond, Ross, and Milken examine competing findings about the effects of smaller schools across a wide range of studies over the last thirty years.
Linda Darling-Hammond et al. chronicle a journey to achieve the type of education that focused on the battles to secure access to schooling and a curriculum for full citizenship.
These case studies examine eight exemplary pre- and in-service program models that address key issues in developing strong leaders.
Linda Darling-Hammond et al. draw lessons from eight exemplary programs to help other educational administration programs as they strive to develop and support school leaders.
Over two decades of research has established that school leadership is critical to improving academic achievement. Linda Darling-Hammond and Stelios Orphanos address the question that naturally follows: If leadership matters, how can it be developed?
Linda Darling-Hammond et al. examine the pros and cons of Washington's provision of alternatives for its exit exam, the Washington Assessment of Student Learning (WASL).
This multimedia study kit looks at the promising practices of four comprehensive high schools that have been redesigned into small schools and learning communities.
Darling-Hammond describes the kind of preparation and policy system needed to build a coherent system that can provide well-trained teachers in all communities.
In this article, Sean Reardon et al. challenge the assumption that income integration guarantees racial desegregation in U.S. schools.