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.
The Equity and Excellence Commission's report addresses the disparities in educational opportunities that give rise to the achievement gap, with a focus on funding, early childhood education, teacher supports, and poverty.
This case study by Sara Rutherford-Quach and Erik Rice looks at how district leaders in Sacramento are implementing Linked Learning in their high schools.
This brief by Linda Darling-Hammond describes the strategies used to develop and support high-quality teaching in three cities from different nations on three separate continents.
Adamson and Darling-Hammond examine the inequitable distribution of teachers by reviewing school funding, salaries, and teacher qualifications from California and New York.
Accomplished California Teachers propose new systems for career pathways and teacher compensation.
In this article in Pensamiento Educativo, Darling-Hammond argues for a comprehensive approach to creating a system for evaluating and supporting teachers.
In this quantitative study on the PACT assessment, Darling-Hammond, Newton, and Wei find that PACT scores are significant predictors of teaching effectiveness.
In the fourth part of SCOPE-Learning Forward's Status of Professional Development series, Dan Mindich and Ann Lieberman examine ways to implement effective PLCs.
This case study is one in a series giving an up-close look at how one California school district is implementing reform for equity and quality through the Linked Learning District Initiative.
This report by Linda Darling-Hammond proposes effective research-based systems to address teacher evaluation and development.
This PowerPoint summarizes a report by Linda Darling-Hammond on effective research-based systems to address teacher evaluation and development.
In her new book, Prudence Carter looks to the U.S. and South Africa to examine why students of color are more successful at some schools than others.
"Prudence Carter's work is simultaneously scholarly and compassionate. It helps us see, in ... two benighted but globally important societies, how easily things break, but also how well, when structures are in place and when human agency takes flight, individuals and the groups to which they belong flourish and grow."
— Crain Soudien, Professor of Education, University of Cape Town
This case study is one in a series giving an up-close look at how one California school district is implementing reform for equity and quality through the Linked Learning District Initiative.
This online magazine by CEA and SCOPE features Linda Darling-Hammond, Prudence Carter, Ben Levin, Carol Lee, Carol Campbell, and Penny Milton on what equity in education means--and what we can do to promote it.
Frank Adamson and Linda Darling-Hammond examine how and why well-qualified teachers are inequitably distributed to students in the United States.
Take a Giant Step details a multi-sector action plan to enhance teacher education and a higher quality, 21st-century approach to the learning and healthy development of children in preschool and the primary grades.
Pasi Sahlberg's Finnish Lessons is a first-hand, comprehensive account of how Finland built a world-class education system during the past three decades.
Darling-Hammond argues that better ways of evaluating teachers must be integrated with systems that develop teacher competence and motivate teaching highest-need students.