Publications

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.

This report by Linda Darling-Hammond proposes 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 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.

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.

Darling-Hammond argues that better ways of evaluating teachers must be integrated with systems that develop teacher competence and motivate teaching highest-need students.