Learning Policy Institute

Organization Overview

Learning Policy Institute is located in Palo Alto, CA. The organization was established in 2015. According to its NTEE Classification (B05) the organization is classified as: Research Institutes & Public Policy Analysis, under the broad grouping of Education and related organizations. As of 12/2021, Learning Policy Institute employed 83 individuals. This organization is an independent organization and not affiliated with a larger national or regional group of organizations. Learning Policy Institute is a 501(c)(3) and as such, is described as a "Charitable or Religous organization or a private foundation" by the IRS.

For the year ending 12/2021, Learning Policy Institute generated $13.9m in total revenue. This organization has experienced exceptional growth, as over the past 7 years, it has increased revenue by an average of 12.0% each year . All expenses for the organization totaled $13.8m during the year ending 12/2021. While expenses have increased by 18.8% per year over the past 7 years. They've been increasing with an increasing level of total revenue. You can explore the organizations financials more deeply in the financial statements section below.

Since 2018, Learning Policy Institute has awarded 79 individual grants totaling $7,921,763. If you would like to learn more about the grant giving history of this organization, scroll down to the grant profile section of this page.

Mission & Program ActivityExcerpts From the 990 Filing

TAX YEAR

2021

Describe the Organization's Mission:

Part 3 - Line 1

TO CONDUCT INDEPENDENT, HIGH-QUALITY RESEARCH TO IMPROVE LEARNING FOR EACH AND EVERY CHILD.

Describe the Organization's Program Activity:

Part 3 - Line 4a

AS COVID-19 CONTINUED, LPI PROVIDED POLICYMAKERS AND PRACTITIONERS WITH EVIDENCE-BASED POLICIES AND PRACTICES FOR RESTARTING SCHOOLS SAFELY AND FOR REIMAGINING EDUCATION WITH EQUITY AS THE FOCUS. WE LAUNCHED A NEW RESOURCES FOR REOPENING SCHOOLS WEBSITE WITH CURATED PUBLIC HEALTH RESEARCH, FACT SHEETS, DATA TOOLS, AND GUIDANCE FOR CHILD CARE AND EARLY LEARNING PROGRAMS AND K-12 SCHOOLS. WE ALSO PRODUCED BRIEFS ON THE INNOVATIVE APPROACHES TO SAFE SCHOOL REOPENING IN MARIN COUNTY, CA; NEW YORK CITY; SAN DIEGO COUNTY, CA; AND TULSA, OK. IN COLLABORATION WITH THE SPENCER FOUNDATION, WE PRODUCED A REPORT, SUMMER LEARNING AND BEYOND: OPPORTUNITIES FOR CREATING EQUITY, TO SUPPORT SCHOOLS AND DISTRICTS IN DEVELOPING SYSTEMS THAT ARE EQUITABLE, RIGOROUS, AND MEANINGFUL IN THE PANDEMIC AND POST-PANDEMIC WORLD. THIS REPORT SYNTHESIZES CUTTING-EDGE RESEARCH ON THE SCIENCE OF LEARNING TO PROVIDE GUIDELINES FOR HOW WE CAN ADDRESS WHOLE CHILD LEARNING AND AVOID RETURNING TO THE "OLD NORMAL." IN THE AREA OF EDUCATOR QUALITY, LPI CONTINUED ITS WORK LEADING THE EDUCATOR PREPARATION LABORATORY, WHICH LAUNCHED IN 2019 IN PARTNERSHIP WITH BANK STREET GRADUATE SCHOOL OF EDUCATION. THE LAB WORKS TO CHANGE THE LANDSCAPE OF TEACHER AND LEADER PREPARATION BY SUPPORTING AND GUIDING THE COLLABORATION OF PREPARATION PROGRAMS, SCHOOL DISTRICTS, AND STATE POLICYMAKERS, INCLUDING BY ENGAGING MEMBERS AND THEIR PARTNER DISTRICTS IN DESIGN-BASED ACTION RESEARCH ON PROBLEMS OF PRACTICE. LPI PRODUCED A NEW REPORT ON HOW TEACHER WORKPLACE CONDITIONS CAN INFLUENCE THE OVERALL QUALITY OF TEACHING, TEACHER RETENTION, AND SCHOOL IMPROVEMENT IN NORTH CAROLINA. WE ALSO IDENTIFIED A SET OF POLICY STRATEGIES TO IMPROVE AND ADVANCE THE PREPARATION OF A WELL-QUALIFIED AND EQUITABLY DISTRIBUTED TEACHER WORKFORCE IN WEST VIRGINIA. IN CALIFORNIA, WE CONDUCTED AN ANALYSIS OF HOW THE COVID-19 PANDEMIC IMPACTED THE TEACHER WORKFORCE, SHEDDING LIGHT ON SUSTAINABLE STRATEGIES INCLUDING HIGH-RETENTION PATHWAYS AND FINANCIAL SUPPORTS.IN THE AREA OF EARLY CHILDHOOD LEARNING, LPI CONTINUED TO CONDUCT RESEARCH TO INFORM POLICYMAKERS' EFFORTS TO PROVIDE UNIVERSAL ACCESS TO HIGH-QUALITY EARLY LEARNING. DESPITE THE LONG-TERM BENEFITS OF EARLY CHILDHOOD EDUCATION (ECE) AND WIDESPREAD PUBLIC SUPPORT FOR ECE PROGRAMS, MANY CHILDREN LACK ACCESS TO INTEGRATED, INCLUSIVE EARLY LEARNING EXPERIENCES BEFORE KINDERGARTEN. TO INFORM EFFORTS TO BUILD A HIGH-QUALITY, EQUITABLE ECE SYSTEM, LPI PRODUCED A BRIEF ON WHAT IT WILL TAKE TO BUILD A NATIONAL EARLY CHILDHOOD EDUCATION SYSTEM THAT WORKS AND REPORTS AND BRIEFS ON THE ELEMENTS OF EARLY EDUCATION PROGRAMS THAT CONTRIBUTE TO STRONG ACADEMIC AND SOCIAL-EMOTIONAL OUTCOMES FOR CHILDREN. MOREOVER, TO CLARIFY WHAT IS KNOWN ABOUT COVID-19 TRANSMISSION IN EARLY EDUCATION PROGRAMS, LPI RESEARCHERS SYNTHESIZED STUDIES FROM AROUND THE WORLD THAT EXPLORE TRANSMISSION RATES AND MITIGATION STRATEGIES IN THESE PROGRAMS. IN THE AREA OF EQUITABLE RESOURCES AND ACCESS, LPI UNDERTOOK A NUMBER OF PROJECTS FOCUSING ON EQUITABLE ACCESS TO HIGH-QUALITY SCHOOLING. WE PUBLISHED A REPORT ON ADVANCING INTEGRATION AND EQUITY THROUGH MAGNET SCHOOLS, DRAWING UPON RESEARCH FINDINGS TO IDENTIFY THE COMPONENTS FOUND IN MAGNET SCHOOLS THAT ARE BOTH DIVERSE AND EDUCATIONALLY EFFECTIVE. ANOTHER PROJECT HIGHLIGHTED THE FACT THAT EQUITABLE ACCESS TO ADVANCED COURSES REMAINS OUT OF REACH FOR MANY STUDENTS, PARTICULARLY STUDENTS OF COLOR AND STUDENTS FROM LOW-INCOME FAMILIES. IN NORTH CAROLINA, WE EXAMINED THE CONDITIONS IN AND AROUND HIGH-POVERTY SCHOOLS AND OFFERED EVIDENCE-BASED RECOMMENDATIONS TO PROVIDE STUDENTS WITH THE RESOURCES AND OPPORTUNITIES THEY NEED. IN THE AREA OF WHOLE CHILD EDUCATION, LPI PUBLISHED A MAJOR REPORT ON HOW TO PUT THE SCIENCE OF LEARNING AND DEVELOPMENT INTO ACTION IN SCHOOLS. THE REPORT OUTLINES HOW SCHOOLS CAN UTILIZE THE SCIENCE OF LEARNING AND DEVELOPMENT TO RESHAPE SYSTEMS, STRUCTURES, AND PRACTICES TO IMPROVE STUDENT OUTCOMES. RELATED REPORTS FOCUSED ON BUILDING A POSITIVE SCHOOL CLIMATE AND RESTORATIVE PRACTICES SO THAT SCHOOLS ARE SPACES WHERE YOUNG PEOPLE ARE KNOWN, SUPPORTED, AND CAN THRIVE. TO ILLUSTRATE THESE PRACTICES, WE PUBLISHED CASES OF SCHOOLS SUCCESSFULLY INTEGRATING THE SCIENCE OF LEARNING AND DEVELOPMENT INTO CLASSROOM LIFE. LPI HAS ALSO CONTINUED ITS WORK INVESTIGATING AND LAYING OUT THE EVIDENCE-BASED PRINCIPLES OF HIGH-QUALITY COMMUNITY SCHOOLS, WHICH HAVE PROVEN TO BE A SUCCESSFUL APPROACH FOR ADVANCING WHOLE CHILD EDUCATION, ALIGNED WITH THE SCIENCE OF LEARNING AND DEVELOPMENT.


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Outside Vendors & Contractors

Vendor Name (Service)Compensation
Board Of Trustees Of Leland Stanford Jr
Consultant
$262,975
Council Of Chief State School Officers
Consultant
$238,870
Capellic Llc
Consultant
$233,832
Education Counsel Llc
Consultant
$195,000
Bank Street College Of Education
Consultant
$181,875
View All Vendors

Financial Statements

Statement of Revenue
Federated campaigns$0
Membership dues$0
Fundraising events$0
Related organizations$0
Government grants $0
All other contributions, gifts, grants, and similar amounts not included above$13,614,775
Noncash contributions included in lines 1a–1f $0
Total Revenue from Contributions, Gifts, Grants & Similar$13,614,775
Total Program Service Revenue$238,480
Investment income $2,339
Tax Exempt Bond Proceeds $0
Royalties $0
Net Rental Income $0
Net Gain/Loss on Asset Sales $0
Net Income from Fundraising Events $0
Net Income from Gaming Activities $0
Net Income from Sales of Inventory $0
Miscellaneous Revenue$0
Total Revenue $13,855,594

Grants Awarded

Over the last fiscal year, Learning Policy Institute has awarded $1,718,802 in support to 23 organizations.

Grant RecipientAmount

BOARD OF TRUSTEES OF LELAND STANFORD JR UNIVERSITY

Org PageRecipient Profile

Redwood City, CA

PURPOSE: To support deeper learning related objectives

$262,975

COUNCIL OF CHIEF STATE SCHOOL OFFICERS

Org PageRecipient Profile

Washington, DC

PURPOSE: Aligning the work on Social, Emotional and Academic Development with the goals of the Policy Table

$238,870

EDUCATION COUNSEL LLC

PURPOSE: To support the project on Social Emotional Academic Development

$195,000

BANK STREET COLLEGE OF EDUCATION

Org PageRecipient Profile

New York, NY

PURPOSE: To support overall objectives of the EPIC initiative

$181,875

Chicago, IL

PURPOSE: Engage CSI states in strategic actions & align to recommendations of the National Commission on Social, Emotional and Academic Development

$105,000

UNIVERSITY OF SOUTH CAROLINA

Org PageRecipient Profile

Columbia, SC

PURPOSE: To support the project on Social Emotional Academic Development

$100,000
View Grant Profile

Grants Recieved

Over the last fiscal year, we have identified 27 grants that Learning Policy Institute has recieved totaling $15,736,722.

Awarding OrganizationAmount
Sandler Foundation

San Francisco, CA

PURPOSE: GENERAL SUPPORT

$3,500,000
Walton Family Foundation Inc

Bentonville, AR

PURPOSE: TO SUPPORT AND SCALE THE USE OF PERFORMANCE ASSESSMENTS IN COLLEGE ADMISSIONS AND K-12 STATE ASSESSMENT SYSTEMS.

$1,500,000
William & Flora Hewlett Foundation

Menlo Park, CA

PURPOSE: FOR GENERAL OPERATING SUPPORT

$1,250,000
William & Flora Hewlett Foundation

Menlo Park, CA

PURPOSE: FOR GENERAL OPERATING SUPPORT

$1,250,000
Silicon Valley Community Foundation

Mountain View, CA

PURPOSE: Education

$1,100,000
The Wallace Foundation

New York, NY

PURPOSE: TO IMPLEMENT PHASE II OF THE WHOLE CHILD POLICY TABLE.

$1,000,000
View Grant Recipient Profile

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