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The far-reaching impact of the work of the Stanford University School of Education is demonstrated by the many projects which serve as connections to a broad community of educators and community leaders. They support teachers, students, policy makers, and other professionals, and their sphere of influence -- ranging from local to international -- continues to grow.


Institute for Research on Educational Policy and Practice
The Institute for Research on Educational Policy and Practice (IREPP) is a new effort designed to inform education policy decisions through rigorous and systematic research and analysis that is informed by the realities of educational settings. The focus of the research is on pressing questions in education policy, particularly those related to finance and governance; human resources such as the skills, recruitment and retention of effective teachers and administrators; the reduction of racial, ethnic, and socioeconomic achievement disparities; and the needs of immigrant students and English Language learners. (http://irepp.stanford.edu)

John W. Gardner Center for Youth and Their Communities
The John W. Gardner Center for Youth and Their Communities is a university-community partnership to support new practices, knowledge, and capacity for youth development and learning. Its work is focused in three San Francisco Bay Area communities: Redwood City, San Mateo County Mid-Coast, and Oakland. Established in September 2000, the Gardner Center serves as facilitator, convener, and resource to optimize community youth development. (http://jgc.stanford.edu)

National Board Resource Center
The National Board Resource Center at Stanford (NBRC) is one of five regional centers established by the National Board for Professional Teaching Standards (NBPTS) to support teachers earning their National Board Certification. NBRC convenes interested teachers from Northern California for monthly Saturday sessions and small coaching groups. Together, they view videotapes of teaching, analyze practice, study for subject matter assessments, and support each other in the development of their teaching and portfolios. (http://nbrc.stanford.edu)

Ravenswood English
Ravenswood English is a program sponsored by the Stanford School of Education that brings together volunteers and preschool and elementary age children who are learning English. Its purpose is to expose young immigrant children who have little access to English in their schools and communities to rich, meaningful English interaction. Volunteers, including both Stanford students and adults from the community, work one-on-one with young English learners after school. Ravenswood English currently operates at Green Oaks Academy in the Ravenswood school district. (http://www.stanford.edu/dept/SUSE/RavesEng)

Ravenswood Reads
In conjunction with the Haas Center for Public Service and the Ravenswood City School District, Ravenswood Reads connects Stanford students with elementary age school children in meaningful one-on-one interactions that help develop language and literacy skills. The program is focused on providing a service to schools in East Palo Alto and creating a learning experience for Stanford students.(http://haas.stanford.edu/index.php/item/388)

Ravenswood Writes
The School of Education, in partnership with the Stanford Writing Center, has created school writing centers in Bay Area high schools as part of the Ravenswood Writes program. The goal of the program is to establish one-on-one tutoring of writing as a regular practice in the writing lives of students through the writing centers.

School Redesign Network
The School Redesign Network provides support for districts and schools working to create equitable, intellectually rigorous and high-performing classrooms that meet the educational needs of underserved students. Current work includes a study of California High Schools in low-income urban areas successfully graduating nearly all their students; administration of PACT, one of only two teacher credentialing assessments approved by the state of California; and the hosting of the LEADS network for leaders of 11 major urban school districts across the country who, collectively, serve more than 950,000 students. (http://www.srnleads.org)

Stanford Center for Innovations in Learning
Stanford Center for Innovations in Learning (SCIL) is an independent center dedicated to conducting scholarly research to advance the science, technology, and practice of learning and teaching from early childhood through post-secondary education. The Center brings together teachers, scholars, and students from around the world to study how to improve formal and informal learning across cultural boundaries. (http://scil.stanford.edu/)

Stanford Center on Adolescence
The Stanford Center on Adolescence conducts research and graduate training in the study of adolescent development. The Center’s work focuses on the talents, interests, and motivations of young people from all backgrounds. Research at the Center explores the intellectual, moral, and personal capacities required for successful lives and productive citizenship in a democratic society. (http://coa.stanford.edu)

Stanford Center on Philanthropy and Civil Society
Led by Professors Debra Meyerson and Woody Powell, the Stanford Center on Philanthropy and Civil Society aims to engage students, faculty, and practitioners in examing ways in which philanthropic institutions, nonprofit organizations, and other key elements of civil society work to address public interests, both in the United States and abroad. (http://pacscenter.stanford.edu)

Stanford Educational Leadership Institute
The Stanford Educational Leadership Institute (SELI) is a joint partnership of the Stanford University Graduate School of Business and School of Education. SELI's programs, services, and research integrate cutting-edge knowledge from the business and education fields to support current and emerging public sector leaders to design and manage high-performing organizations. SELI's mission is to improve student achievement, maximize human and employee performance, and optimize organizational and community development by providing leaders with the necessary tools and resources to create effective change. (http://seli.stanford.edu)

Stressed Out Students
The School of Education, along with the Lucile Packard Foundation for Children’s Health, are addressing the issues of academic stress in middle and high school students through several conferences entitled “SOS-Stressed Out Students: Helping to Improve Health, School Engagement, and Academic Integrity.” About two dozen middle and high school teams from the U.S. and Canada, including students, teachers, principals, counselors, and parents have participated in panels and workshops designed to gather perspectives on academic stress and to empower teams to create change in their schools. (http://sosconference.stanford.edu/)