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.
Dennis Sumara and Brent Davis approach equity from the angle of learning theory, attending to some of the dramatic developments in research and theory that have transformed the playing field of formal education.
Carol Lee provides an in-depth examination of the practice of teaching, arguing that it is essential to keep sight of what teachers need to know and how they learn across careers.
In this speech, Parent, President of the Centrale des syndicats du Québec, looks at historic and modern trends in Canadian education policy, and their impact on equity in Canadian schools.
In this report, Linda Darling-Hammond describes teacher performance assessments that are reliable, consistent and powerful and can improve student and teacher learning.
In this policy brief, Pasi Sahlberg details the key elements of Finland's successful education system, drawing lessons for reform in the United States.
Linda Darling-Hammond et al. conduct a state-by-state analysis of progress on teacher professional development in the United States using data from the Schools and Staffing Survey.
In this research brief, Linda Darling-Hammond and colleagues look at how high-achieving countries organize professional learning for teachers to draw a set of policy lessons for the United States.
In this presentation, Carol Campbell reviews how other nations assess students and explores how U.S. assessment systems could become internationally comparable.
An article by Prudence Carter on the impact of school desegregation on intergroup relations from Teachers College Record.
Linda Darling-Hammond discusses the need to move beyond a collection of disparate and shifting reform initiatives in the U.S. to a thoughtful, well-organized and well-supported set of policies.
In this presentation, Lorrie Shepard addresses the history of standards-based reform and its theory of action; research on teaching-the-test effects; the importance of curricular coherence, and more.
Barry Topol et al. address the costs to states of high-quality assessment systems in comparison to the amount currently being spent, and analyze cost-reduction strategies.
Raymond Pecheone and Stuart Kahl describe efforts by states to use performance assessment in large-scale state accountability systems and highlight promising practices.
Jamal Abedi discusses how performance assessments can be efficiently used to instruct English language learners.
Linda Darling-Hammond and Frank Adamson examine experiences with large-scale performance assessment in the United States and abroad.
Lawrence Picus et al. address the economic costs and benefits of student performance assessments.