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.
One Piece of the Whole: Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning
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.
Developing a Performance Assessment System From the Ground Up: Lessons Learned From Three Linked Learning Pathways
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.
This brief describes how Linked Learning schools can create education programs blending real-world problems with skills to succeed in college and the workforce.
This brief looks at the ways in which Linked Learning both connects with and can facilitate the implementation of the Common Core State Standards.
This cross-case analysis draws upon case studies that examine how the California Linked Learning District Initiative has played out in the Pasadena, Porterville, and Sacramento City Unified School Districts.