This study looks at the staggering numbers of suspensions and expulsions between 7th and 12th grade in Texas and examines the impact of those removals on students' lives.
Erik Rice identifies three strategic practices schools, districts, and communities can use to help prepare students for college and career success in the 21st century.
Pointing to high-achieving nations like Finland and Korea, Linda Darling-Hammond argues that increased testing is the wrong approach to improving education in the United States.
Frank Adamson and Linda Darling-Hammond examine how and why well-qualified teachers are inequitably distributed to students in the United States.
Darling-Hammond describes what a student assessment system could look like if built from current research principles and best practices found around the world.
In this Washington Post article, Linda Darling-Hammond looks to the educational policies of the highest-achieving nations to learn what it takes to support a quality teaching force.
Linda Darling-Hammond comments in Education Week on the successes and shortcomings of Teach for America and ways to get an effective teacher in every classroom.
Linda Darling-Hammond and Robert Rothman look at three of the world's highest-performing education systems to determine how governments can better support teacher effectiveness.
In this brief, Erik Rice outlines design thinking's potential as an effective tool for systemic change in education.
Paul A. Jargowsky and Mohamed El Komi examine the relative impact of school and neighborhood contexts on 5th through 8th grade math and reading scores.
Ken Montgomery et al. explore Milwaukee's unique reform approach that applies both a portfolio strategy and managed instruction.
Author Stephen Newton offers preliminary findings on the relationship between beginning teacher's scores on the PACT assessment and their teaching effectiveness.
Ann Jaquith et al. examine the policies and practices of four states that have increased access to effective professional development and improved student achievement.
Linda Darling-Hammond looks to the practices of high achieving nations and to successes in America's past to address current education policy and the disparities in opportunity for students in the U.S.
Rebecca Pringle discusses ways that unions are collaborating with parents, communities, school districts, and students to improve education and address inequities in educational opportunities for poor and minority students.
Mary-Lou Donnelly examines equity in the Canadian education system, focusing on the roles that teachers and teacher organizations play in Canada's high-achieving schools.
Sharon Friesen examines how two schools with very different approaches--Eastside and Beachcroft Secondary Schools in Alberta, Canada--intellectually engage their students.
Prudence Carter examines what we mean by equity in education in the 21st century through the lens of economic and educational disparities.
In this paper, Ben Levin argues that policy approaches to educational improvement are necessarily different in Canada and the United States, and that greater equity in education can be achieved using practices we already know to be effective.