Publications
Criteria for High-Quality Assessment
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 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.
Teacher Learning & Leadership Program: Research Report
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
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.
Getting to Higher-Quality Assessments: Evaluating Costs, Benefits, and Investment Strategies
Topol, Olson, and Roeber argue that a unified assessment system, combining state and district spending, could provide surplus funds for higher-quality assessments.
Developing Assessments of Deeper Learning: The Costs and Benefits of Using Tests that Help Students Learn
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.
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.
Linked Learning in Sacramento: Organizing the District and Community for Sustainable Reform
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
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.
Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions
Adamson and Darling-Hammond examine the inequitable distribution of teachers by reviewing school funding, salaries, and teacher qualifications from California and New York.
Promoting Quality Teaching: New Approaches to Compensation and Career Pathways
Accomplished California Teachers propose new systems for career pathways and teacher compensation.
Evaluating and Supporting Effective Teaching: Developing a Systemic Approach
In this article in Pensamiento Educativo, Darling-Hammond argues for a comprehensive approach to creating a system for evaluating and supporting teachers.
Developing and Assessing Beginning Teacher Effectiveness: The Potential of Performance Assessments
In this quantitative study on the PACT assessment, Darling-Hammond, Newton, and Wei find that PACT scores are significant predictors of teaching effectiveness.
Building a Learning Community: A Tale of Two Schools
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.
Linked Learning in Pasadena: Creating a Collaborative Culture for Sustainable District Reform
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.
Creating a Comprehensive System for Evaluating and Supporting Effective Teaching
This report by Linda Darling-Hammond proposes effective research-based systems to address teacher evaluation and development.
Developing and Assessing Teaching Effectiveness
This PowerPoint summarizes a report by Linda Darling-Hammond on effective research-based systems to address teacher evaluation and development.
Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools
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
Linked Learning in Porterville: Creating Capacity for Innovation and Change through Collaborative Leadership and Community Engagement
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.
Addressing the Inequitable Distribution of Teachers: What It Will Take to Get Qualified, Effective Teachers in All Communities
Frank Adamson and Linda Darling-Hammond examine how and why well-qualified teachers are inequitably distributed to students in the United States.
