Year: 2019

This paper describes the collective problem-solving process that unfolded over a decade as researchers and practitioners worked together to expand access to college for traditionally underrepresented students. The paper describe three practical problems—how to frame, support, and track a college-for-all reform effort—and details how grappling with these problems locally provides unique insight into the larger college-for-all policy context.

In this brief, we discuss the value of play, highlight playful learning approaches at the UCLA Community School, and introduce organizations that advocate for play-based learning policies. We also provide suggestions and further reading for teachers and families.