Stanford professor Edward Haertel discusses the reliability and validity of teacher value-added scores and whether they measure what they purport to measure.
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 brief looks at the ways in which Linked Learning both connects with and can facilitate the implementation of the Common Core State Standards.
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.
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.
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.
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.
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.
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.