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.
A team of leading education researchers provide a set of criteria for assessment developers, policymakers, and educators to use to create high-quality student assessments.
Prudence Carter and Kevin Welner bring together leading education experts to discuss policy and reform efforts that tackle the inequality of learning opportunities in U.S. schools.
Campbell, Lieberman, and Yashkina look at the value and goals of the Teacher Learning and Leadership Program in Ontario, Canada, and ask what lessons can be learned so far.
Darling-Hammond's new book makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning.
Topol, Olson, and Roeber argue that a unified assessment system, combining state and district spending, could provide surplus funds for higher-quality assessments.
In this report, Linda Darling-Hammond and Frank Adamson argue that the resources that are currently spent on student testing could support much higher quality assessments.