Publications
Reliability and Validity of Inferences About Teachers Based on Student Test Scores
Stanford professor Edward Haertel discusses the reliability and validity of teacher value-added scores and whether they measure what they purport to measure.
Leading Educational Change
Leading Educational Change is comprised of 25 short articles on system-wide reform and addresses issues in 15 different countries.
Teacher Learning Through Assessment
This report from Darling-Hammond and Falk describes teacher learning through involvement with student assessments in the United States and around the world.
Student Assessments That Work
Darling-Hammond looks at the evolving conversations on student assessment and the high stakes of adequately preparing our students for a complex world.
Preparing 21st Century Citizens: The Role of Work-Based Learning in Linked Learning
This brief describes how Linked Learning schools can create education programs blending real-world problems with skills to succeed in college and the workforce.
The Linked Learning Advantage: Using Linked Learning to Implement the Common Core State Standards
This brief looks at the ways in which Linked Learning both connects with and can facilitate the implementation of the Common Core State Standards.
Linked Learning in California: High School Transformation In Three Districts
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.
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.
