Publications

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 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.

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.

Darling-Hammond's book makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning.

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.

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.

Adamson and Darling-Hammond examine the inequitable distribution of teachers by reviewing school funding, salaries, and teacher qualifications from California and New York.

In this article in Pensamiento Educativo, Darling-Hammond argues for a comprehensive approach to creating a system for evaluating and supporting teachers.

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.