Empathy and Evidence: Linda Darling-Hammond’s Legacy Advancing Equity and Excellence

When Linda Darling-Hammond first stepped into a classroom as a public school teacher, she quickly recognized the stark inequities that shaped the educational landscape. This experience laid the foundation for a career dedicated to dismantling these inequities and proving that compassion and research are the twin pillars of lasting educational change. Over four decades later, Darling-Hammond’s name is synonymous with efforts that have transformed the lives of countless students and educators, illustrating the power of informed, compassionate leadership in driving meaningful, lasting reform.

In this piece, we explore some central priorities of Darling-Hammond’s work, shedding light on her leadership and the transformative impact of her contributions.

Transforming Teacher Education and Professional Standards

Linda Darling-Hammond has been a driving force behind the transformation of teacher education and professional standards. As the founder of the Stanford Center for Opportunity Policy in Education and the architect of the redesigned Stanford Teacher Education Program (STEP), she has characterized teaching as a “work of art” and championed the integration of pedagogy with hands-on clinical experience. This approach ensures that teachers are knowledgeable and well-prepared to meet students' diverse needs in real-world classrooms.

Her leadership extended to national policy-making efforts, such as her role as executive director of the National Commission on Teaching and America’s Future. The commission’s 1996 report, What Matters Most: Teaching for America’s Future, which remains one of the most influential educational documents of the past fifty years. It emphasized that teaching is both an art and a science, requiring rigorous preparation and continuous development. This work–to ensure a good teacher in every classroom–has left an indelible mark on teacher education programs nationwide, elevating the teaching profession.

More recently, The Pathways Alliance , led by InnovateEDU and the Learning Policy Institute , is a unique coalition of leading education organizations dedicated to creating diverse and inclusive educator preparation pipelines, including teacher residency programs. Dr. Lee Shulman calls her “fearless in her defense of serious teacher preparation” and a champion of the same “professional preparation that [is taken] for granted in medicine, law, engineering, or architecture”.?

Balancing Professional Achievement with Personal Values

Despite her numerous accolades and influential roles, Linda Darling-Hammond is often described by those who know her best as humble and deeply committed to her personal values. Colleagues and family members speak of her as a dynamic educator and leader who never loses sight of the importance of compassion, humility, and the well-being of others.

As the first woman in her family to attend college, Darling-Hammond broke new ground as one of the first women admitted to Yale University. Described by a colleague as “a woman who can do everything and do it very well,” the balance of professional achievement and personal integrity is a defining feature of Darling-Hammond’s career. She consistently models what it means to be an effective and empathetic leader. Her colleague Dr. Barnett Berry has called her “a gift to both her family and American public education,” someone who prepares legions of educators to “do good for children and families” while maintaining a “down-to-earth” sense of humility. Her son Sean calls her “humbly brilliant.” Prudence Carter echoes this, calling her “a very warm soul.”

As a mother, Darling-Hammond gracefully balanced the roles of educator, scholar, and parent—all while defending her title as scrabble master. Her children recall her being home for dinner and bedtime, always making time for them despite her demanding schedule. Daughter Kia describes her as “driven by a love of people and commitment to bringing hope” for her family, loved ones, colleagues, and the world at large. Dr. Berry says Linda desires the same opportunities for other people’s children that she wants for her own. This deep sense of responsibility drives her work in education, underscoring her belief that leadership must be grounded in empathy.

Long-time friend Lonnie Moseley credits Darling-Hammond for raising three children as “fearless, competent, and compassionate” as she is.

Commitment to ALL Learners, Especially the Most Vulnerable

A profound commitment to learning as a right underpins all of Darling-Hammond’s work. She has consistently focused on ensuring educational practices and policies serve all students, particularly those most vulnerable to the failures of systems. Her advocacy for equitable funding, inclusive curricula, and the recruitment and retention of highly qualified teachers in underserved areas reflects her deep concern for the students most likely to be left behind.

These efforts have not only reshaped the conversation but also driven substantive policy changes, emphasizing the importance of addressing systemic inequities to create a truly inclusive educational environment. This commitment to equity has been a cornerstone of her career, ensuring that all students, regardless of their background, have access to the high-quality education they deserve. National Academy of Education President Carol Lee describes her as having a “tenacious fighting spirit.”

Evidence-Based Practice and Scholarly Leadership

Referred to as the Michael Jordan of educational policy, Darling-Hammond’s scholarly work is both prolific and deeply impactful. With over 500 publications and 25 books, she has provided a robust foundation for effective and sustainable educational reforms. Her ability to translate complex research into actionable policies and practices has significantly shaped the field.

One of her most important contributions has been bridging the gap between academia and practical application. Darling-Hammond’s work ensures that research informs real-world educational practices, making her a key figure in both scholarly and policy-making circles. Her leadership roles in the Obama and Biden education transition teams underscore her commitment to grounding educational policies in solid evidence, promoting equity and excellence for all students.

"Linda is a pathfinder, a ground breaker and a true American treasure," Timothy Knowles , President of the Carnegie Foundation for the Advancement of Teaching, aptly puts it. "Most important, young people across the nation are?better off, having her in their firmament." This sentiment is widely held. Dr. Sharon Robinson credits Darling-Hammond for the “long, warm shadow of her example” nurtures and inspires in her students, colleagues, and mentees.

Assessment in the Service of Learning

This commitment to evidence-informed practice is exemplified by Darling-Hammond’s role in the Gordon Commission on the Future of Assessment in Education, led by her mentor Edmund Gordon. She has long advocated for assessments that genuinely serve the learning process rather than merely measuring it. The commission’s work emphasized the need for assessment systems focusing on critical thinking, collaboration, creativity, and real-world application.

Darling-Hammond’s advocacy for meaningful assessments has had a lasting impact on their design and implementation in schools across the country. Her work has helped shift the focus from assessments as accountability tools to instruments that enhance learning, providing valuable feedback to students and teachers. The Gordon Commission The Study Group continues to work to advance that charge.

Leadership in California’s Education System

As the President of the California State Board of Education, appointed by Governor Gavin Newsom , Linda Darling-Hammond has played a crucial role in shaping one of the largest public education systems in the United States. Her leadership in California has emphasized equity, teacher quality, and innovative assessment practices. Under her guidance, the state has implemented policies aimed at closing achievement gaps and providing resources for all students.

Darling-Hammond’s work in California reflects her broader belief that every child has the right to learn and that educational systems must be designed to support all learners, especially those most vulnerable. Her leadership in the state serves as a model for how educational systems can be restructured to promote equity and excellence.

Conclusion

Linda Darling-Hammond’s contributions are distinguished by her unwavering commitment to equity, excellence, and the integration of evidence-based practices in education. Prudence Carter compliments her “just and fair vision of our world.” Through her groundbreaking research, transformative policy leadership, and deeply held personal values, she has not only redefined educational leadership but also set a new standard for what it means to serve all students. Her work continues to shape educational practices and policies, ensuring that the pursuit of excellence is both inclusive and accessible, regardless of a student’s background.

As we reflect on her contributions, it becomes evident that Linda Darling-Hammond is far more than a leader in education; she is a visionary architect of change whose work has profoundly impacted the lives of students and educators alike. Her influence will undoubtedly shape the future of education for generations, serving as a powerful reminder that true leadership in education is built on a foundation of evidence, empathy, and an unwavering commitment to equity.

Notes:

Tagging colleagues from the Learning Policy Institute, Aneesha Badrinarayan , Maria Hyler , Cheryl Jones-Walker , Tara Kini , Stacy Loewe , Patrick Shields , Barbara McKenna , Tiffany Miller , Chandra L. Alston, Ph.D. , Julia Austin , Jessica Barajas , Dion Burns , Angela Button , Desiree Carver-Thomas , Roby Chatterji , Jennifer DePaoli , Michael A. DiNapoli Jr. , Daniel Espinoza , Emma García , Michael Griffith , Laura Elena Hernández , Shawnice Hood , Amber Hu , Melanie Leung-Gagné , Laura Lynn , Anna Maier , Hanna Melnick , Efrain Mercado , Susan Kemper Patrick , Sara Plasencia , Kimberlee Ralph, M.Ed. , Joy Rushing, PhD , Ryan Saunders , Abby Schachner , Julie Serven , Amy Skinner , Tiffany Tan , Charlie Thompson , Larkin Willis , Steven Wojcikiewicz , Julie Rowland Woods , Cathy Yun

Tagging colleagues connected to the Gordon Seminar for Assessment in the Service of Learning: Randy Bennett , Robert Mislevy , Kristen Huff , Alina von Davier , Lydia Liu , Laura Slover , Susan Lyons , Scott Marion , Jennifer Randall , James L. Moore III , E. Wyatt Gordon , Maria Elena Oliveri , Stephen Sireci , James Pellegrino , Laura Hamilton , Mary Pitoniak , Brooke Stafford-Brizard , Michael T. Nettles, Ph.D. , Diego Zapata-Rivera , Ourania Rotou , Howard Everson , Eva L. Baker , Andreas Oranje , Neal Kingston , Ye Tong , Na'ilah Nasir , Mario Piacentini ,

Tagging colleagues who know and admire Linda's contributors: Randi Weingarten , National Education Association , AMERICAN FEDERATION OF TEACHERS AFL-CIO, Matt Gandal . Angela Minnici , José Mu?oz , Jim Shelton , Rachael Maves , Arun Ramanathan , Shital C. Shah , Tony Smith , Monica R. Martinez , Harry Feder , Osarugue Michelle Odemwingie , Julia Rafal-Baer , Supraja Narayanaswamy , Lesley Muldoon , Arnold F Fege , Catherine Close , Antonia Rudenstine , Marianne Perie , Jennifer Vranek , Kadriye Ercikan , Luis Torres , Jason Weedon , Virgel Hammonds , Temple Lovelace , Bill Penuel , Ed Dieterle , Seth Gerson , Nate McClennen , Andres Henriquez , Sasha Rabkin , Loretta Goodwin, Ph.D. ?? , Steven Schneider , Bob Lenz , Enis Dogan , Mary Ryerse , Jonathan Steinberg , Laurie Gagnon , Jon Deane , Tony Siddall , Kristopher J. , Alissa Peltzman , Kathleen Airhart , Stanley Rabinowitz , Robin Lake , Rachel Dinkes, PhD , Felice J. Levine , Marty Blank , Saskia Levy Thompson , Denise Forte , Bob Wise , Jodi Grant , Richard Laine , Kent McGuire , John King , Susan Fuhrman , Pedro A. Noguera , Michael Lach , Ellen Sherratt , Jacqueline Rodriguez , Lindsay Jones , Hal Smith , Karen J. Pittman , Jim Kohlmoos , Josh Edelman , Michele Cahill , David Kirp , Suzanne Donovan , Margaret Honey , Kara Finnigan , Ann Edwards , Andrea Venezia , Lisa Thomas, Ed.D , Marla Ucelli-Kashyap , Molly Mauer , Tabitha Grossman-Nelson, Ph.D. , Michael Casserly , Dr. Zoe Stemm-Calderon , Thomas Toch , Ellen Moir , Jeremy Roschelle , Milton Chen , Michael H. Levine , Warren Simmons , William Tate , Travis J. Bristol, Ph.D. , Marc Tucker , Robert Floden , Christopher Hoadley , Matthew Soldner , Brad Stam , Brad Bernatek , David Conley , Cynthia Brown , Greg Sommers , kris Gutierrez , Mark Rigdon , David Berliner , Seth Corrigan, MPH, Phd , Todd Kern , Andrew Calkins , Edward Fujimoto , Roy Pea , Susanna Loeb , Jim Stigler , Louis Gomez , Lindsay Kruse , Alec Resnick , Connie Yowell , Lisette Nieves , Maheen Sahoo, M.Ed. , Victoria Crispin , Jessica Heppen , Elena Silva , Brent Maddin , Beth Fertig , Britt Neuhaus , Daniel Reyes , Edward Montalvo , Dakarai I. Aarons , Gabriela Lopez , Kim Smith , Sean McClung , Sarojani Mohammed, Ph.D. , Steven Lofton M.Ed , Anne Mackinnon , Ryan McCabe , David Flink , Ajoy Vase , Sarah Sandelius , Carlos R. Moreno , Treah Hutchings