Publications

This brief looks at the ways in which Linked Learning both connects with and can facilitate the implementation of the Common Core State Standards.

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.

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.

Topol, Olson, and Roeber argue that a unified assessment system, combining state and district spending, could provide surplus funds for 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 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. 

Accomplished California Teachers propose new systems for career pathways and teacher compensation.

In this quantitative study on the PACT assessment, Darling-Hammond, Newton, and Wei find that PACT scores are significant predictors of  teaching effectiveness.

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.