This finance brief discusses community schools funding in depth. It provides a framework for financing community schools and examples of how community schools at varying stages of development can identify and implement financing strategies.

This provision of the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act, known as the Governor's Emergency Education Relief Fund, awards $3 billion in grants to states based on the relative population of school-aged youth.

This blog post lead-authored by LPI Senior Fellow in Residence Jeannie Oakes describes several successful community schools around the country as well as how wraparound supports are more essential than ever in light of the COVID-19 pandemic.

This brief provides information and examples of how local governments and nonprofit agencies in counties can play an essential role in supporting and providing technical assistance to community school initiatives in school districts.

This comprehensive recovery plan from the Maryland State Department of Education, released in June 2020, includes many evidence-based strategies and policies, in particular an emphasis on strengthening community schools.

This guide suggests that district and school leaders can maintain a list of key community partners and identify how partners can deploy their resources to create a more integrated support system for students.

This policy provides guidelines for developing and operating a sustainable community school framework.

This one-page fact sheet describes the components of one community school in New York state, including medical and dental services provided.

This report from the California School Boards Association provides core principles for resuming instruction with special attention paid to equitable supports for all students, in particular students with disabilities.

California adopted new accreditation requirements for teacher preparation programs in July 2020; this document details how performance-based aspects will influence the accreditation of these programs.

This May 2020 news article from USA Today reports survey findings that 1 in 5 teachers are unlikely to return to their schools if classes reopen for the fall 2020 semester, highlighting teacher concerns over the virus and the lack of technological support for distance learning.

This comprehensive report evaluates the implementation of California's Local Control Funding Formula (LCFF) policies and finds student achievement gains while highlighting the need to invest in a strong, stable, and diverse workforce.

This comprehensive report details how California aims to improve the quality of its teacher workforce, including how to distribute teachers more equitably, and how to create long-term career pathways to improve retention.

The Instructional Leadership Corps is a partnership between the California Teachers Association and Stanford University to deliver professional development and networking opportunities to over 100,000 educators thus far across the state.

This 2019 report by LPI's CEO Linda Darling-Hammond shows how finance reforms in four different states helped stimulate investment in a higher-quality teaching workforce.

This June 2020 article describes the results of a survey indicating that 35% of Americans intended to change their enrollment plans for higher education in fall 2020, with rates higher among Latino/as and African Americans.

Long Beach Unified School District in California is capitalizing on virtual learning by using expert teachers to deliver lessons, which simultaneously helps to train novice educators as they watch with students.

This article from April 2020 discusses how micro-credentialing can help teachers learn new technologies as well as virtual community organizing.

This article from May 2020 documents the difficulties that high school graduates face when paying for college in the midst of a pandemic, difficulties that can accelerate the phenomenon known as summer melt.

This June 2020 blog post from LPI's Chief of State and Director of State Policy, Tara Kini, discusses how teacher layoffs are looming just as more teachers are needed to accommodate smaller cohorts of students, which can reduce potential exposure to COVID-19.

This webinar, delivered in May 2020, highlights how the EdPrepLab is providing professional development for teachers to make the shift to remote and blended learning during and beyond COVID-19.

This fact sheet provides weights and other equity measures that states can better incorporate in post-COVID-19 funding formulas.

Maryland's Bridge to Excellence website includes the strategic plans for each county school system in the state and an evaluation of the impacts of increased funding.