Darling-Hammond, Zielezinski, & Goldman find that technology can produce significant gains in achievement and engagement, particularly among at-risk students.
This book, edited by Linda Darling-Hammond and Frank Adamson, synthesizes the latest findings on the costs, benefits, and feasibility of performance assessment.
Diane Friedlaender et al. examine the outcomes of student-centered learning with a cross-case analysis of four schools, a technical report, a research and policy brief, and interactive educator's tool.
This book, featuring SCOPE associate director Ann Jaquith and SCOPE senior scholar Ann Lieberman, describes effective practices in teacher professional development.
This Linda Darling-Hammond article originally appeared in American Educator and describes the need for coherent systems of teacher development and evaluation.
Linda Darling-Hammond looks at where we are in the development of a new generation of assessments, and how much they are likely to cost.
Stephens, Hamedani, and Destin found that a difference-education intervention improves the college transition for all students on numerous psychosocial outcomes.
Jaquith et al. developed this guide for teachers, principals, and administrators from the Linked Learning field for developing a performance assessment system.
WKCD's five case studies document the power of social and emotional learning, and its connections to deeper learning, in five diverse American high schools.
In this book, contributors help readers understand what it takes to establish and maintain professional learning communities that increase educator effectiveness.
This state policy guide offers a solutions-oriented roadmap for lawmakers and advocates on teaching quality with sample policy and models of success.
This report by Conley and Darling-Hammond provides guidance on how states can develop coherent, strategic systems of assessment to prepare students for college and 21st century careers.
This report presents case studies of four schools commissioned by SFUSD to help school and district leaders understand closing the achievement gap.
Stanford professor Edward Haertel discusses the reliability and validity of teacher value-added scores and whether they measure what they purport to measure.