LEARNING POLICY INSTITUTE
1530 Page Mill Road No 250, Palo Alto, CA 943041140 learningpolicyinstitute.org

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Organizations Filed Purposes: Conducting and disseminating independent, high-quality research to improve learning for each and every child. Nonprofit and nonpartisan, the Institute connects policymakers and stakeholders at the local, state, and federal level with the evidence, ideas, and actions needed to strengthen the education system from preschool through college and career readiness.

The conduct of independent, high-quality research to improve learning for each and every child.

In the area of Early Childhood Learning, LPI focused on preparing a diverse, high-quality early childhood workforce in two reports. The first, the Early Childhood Essentials Framework, synthesizes the field's knowledge of the essential skills children should acquire before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide high-quality early learning experiences. The second report, Promising Models for Preparing a Diverse, High-Quality Early Childhood Workforce, described the fragmented state of early educator preparation programs, provided case studies of innovative early educator preparation programs, and identified policy recommendations for states building upon lessons from New Jersey's preschool program.In the area of Educator Quality, LPI launched the Educator Preparation Laboratory in 2019 in partnership with Bank Street College of Education. The Lab's goal is to transform educator preparation across the country and bring practice, policy, and research into closer alignment around deeper learning and equity-focused practices. LPI also had a program of study to inform the broader goal of ensuring that all schools and districts are led by quality leaders, including starting two national surveys, drafting a review of the literature on leader preparation and professional development, and partnering with the Southern Education Foundation on the Racial Equity Leadership Network. In the area of Equitable Resources and Access, LPI continued its work to build the knowledge of state legislators and legislative staff to help advance equitable and adequate school finance systems through its partnership with the National Conference of State Legislatures (NCSL) and the NCSL Education Finance Fellowship. LPI also launched several studies using data from the Civil Rights Data Collection (CRDC) focused on teacher quality, advanced course access, and discipline (in partnership with the UCLA Civil Rights Project).In the area of Whole Child Education, LPI continued to advance a set of research and policy initiatives that aim to bring deeper learning to scale to meet the academic, social, and emotional needs all students. LPI was involved in multiple strands of work: 1) conducting original research networking efforts to advance deeper learning, performance assessments, and other student-centered, whole child educational practices; 2) informing state and federal policy to support whole child approaches to education, including the implementation of practices aligned with the science of learning and development; and 3) advancing local, state, and federal community school initiatives through a coordinated research agenda.

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