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E.g., 2022-10

Reliability and Validity of Inferences About Teachers Based on Student Test Scores

Edward Haertel

Stanford professor Edward Haertel discusses the reliability and validity of teacher value-added scores and whether they measure what they purport to measure.



Leading Educational Change

Edited by Helen Janc Malone

Leading Educational Change is comprised of 25 short articles on system-wide reform and addresses issues in 15 different countries.



Teacher Learning Through Assessment

Linda Darling-Hammond, Beverly Falk

This report from Darling-Hammond and Falk describes teacher learning through involvement with student assessments in the United States and around the world.



Student Assessments That Work

Linda Darling-Hammond

Darling-Hammond looks at the evolving conversations on student assessment and the high stakes of adequately preparing our students for a complex world.



Preparing 21st Century Citizens: The Role of Work-Based Learning in Linked Learning

M. Felicity Rogers-Chapman, Linda Darling-Hammond

This brief describes how Linked Learning schools can create education programs blending real-world problems with skills to succeed in college and the workforce. 


The Linked Learning Advantage: Using Linked Learning to Implement the Common Core State Standards

Elle Rustique (SCOPE), Brad Stam (ConnectEd)

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


Reports & Report Series

Linked Learning in California: High School Transformation In Three Districts

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.


Reports & Report Series

Criteria for High-Quality Assessment

Linda Darling-Hammond, Joan Herman, James Pellegrino, Jamal Abedi, J. Lawrence Aber, Eva Baker, Randy Bennett, Edmund Gordon, Edward Haertel, Kenji Hakuta, Andrew Ho, Robert Lee Linn, P. David Pearson...

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.



Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance

Prudence L. Carter, Kevin G. Welner

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.


Reports & Report Series

Teacher Learning & Leadership Program: Research Report

Carol Campbell, Ann Lieberman, Anna Yashkina

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.



Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement

Linda Darling-Hammond

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.


Reports & Report Series

Getting to Higher-Quality Assessments: Evaluating Costs, Benefits, and Investment Strategies

Barry Topol, John Olson, Ed Roeber

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


Reports & Report Series

Developing Assessments of Deeper Learning: The Costs and Benefits of Using Tests that Help Students Learn

Linda Darling-Hammond, Frank Adamson

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.


Reports & Report Series

For Each and Every Child: A Strategy for Education, Equity and Excellence

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.


Reports & Report Series

Linked Learning in Sacramento: Organizing the District and Community for Sustainable Reform

Sara Rutherford-Quach, Erik Rice

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.


Developing and Sustaining a High-Quality Teacher Force

Linda Darling-Hammond

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. 


Articles & Chapters

Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions

Frank Adamson, Linda Darling-Hammond

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

Reports & Report Series

Promoting Quality Teaching: New Approaches to Compensation and Career Pathways

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


Articles & Chapters

Evaluating and Supporting Effective Teaching: Developing a Systemic Approach

Linda Darling-Hammond

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


Reports & Report Series

Developing and Assessing Beginning Teacher Effectiveness: The Potential of Performance Assessments

Linda Darling-Hammond, Stephen P. Newton, Ruth Chung Wei

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