Learning Policy Institute

For Support Of Organizational Diversity, Equity And Inclusion Capacity To Advance Educational Equity

  • Amount
  • Program
  • Date Awarded
  • Term
    12 Months
  • Type of Support
About the Grantee
1530 Page Mill Road, Suite 200, Palo Alto, CA, 94304, United States
Grants to this Grantee
for support of a coalition to advance state learning policy work  
The Learning Policy Institute conducts and communicates independent, nonpartisan, high-quality research to improve education policy and practice. This work will follow on the release of the report from the Aspen Institute National Commission on Social, Emotional, and Academic Development, which outlined recommendations for incorporating the science of learning and development into state learning policy. Working with policymakers, researchers, educators, and community groups, the Institute will serve as the coordinating body to advance evidence-based policies that support empowering and equitable deeper learning for each and every child.
for supporting deeper learning initiatives  
The Learning Policy Institute commissions, conducts, and communicates independent research to shape and advance evidence-based policies that support equitable access to deeper learning. With this grant, the institute will investigate how deeper learning can improve underserved students’ educational outcomes. It also will support and expand the California Performance Assessment Collaborative, a statewide collaboration of districts and schools that use performance assessments, capstone projects, and/or portfolios to measure students’ competency for graduation.
for the California Performance Assessment Collaborative  
The Institute for Education Policy is a national, nonpartisan education think tank that uses high-quality research to help education stakeholders advance evidence-based policies that support equitable learning. This grant aids in launching the California Performance Assessment Collaborative, a statewide pilot to help policymakers understand what is needed to broadly implement new, high-quality graduation performance assessments as alternatives to traditional measures. Greater use of such assessments of deeper learning outcomes will give practitioners and policymakers the opportunity to learn from one another, identify common principles, and engage in research on practices.

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