Education in a Transformational Time
Our faculty, students, and partners are working to meet the challenges posed by COVID-19, both now and in the future. What does inclusive recovery look like? And how might this disruption help us gain ground in creating more equitable and inclusive learning for all?
Research shows that a longer video explaining scientific concepts led to more lasting behavior change than a short, "just-the-facts" approach.
Reimagine and rebuild: Restarting school with equity at the center
This policy brief from Policy Analysis for California Education (PACE) makes recommendations for rebuilding and recovery with equity at the center.
In this episode of School's In, Denise Pope talks about COVID-19's impact on students' mental health and engagement with school.
Stanford researchers connect local families and tech designers to support students with learning differences
A recent study shows that too much parental involvement when children are focused on an activity can undermine development.
Reading fluency study shows that second and third graders are roughly 30 percent behind what would be expected in a typical year.
View recordings of the 2020 Race, Inequality, and Language in Education research conference, which addressed pursuing equity during COVID-19 and beyond.
Schoolhouse Rocked
In this Stanford Magazine cover story, GSE scholars and alumni weigh in on the costs--and opportunities--of disruptions to education by the pandemic.
Assessing students' social and emotional well-being
How can schools and districts monitor students' social and emotional well-being across the year? Practice brief from Policy Analysis for California Education.
The impact of COVID-19: Understanding basic needs in the community
A local study by the John W. Gardner Center seeks to better understand the highest priority needs of families in the community
Learning hubs: In-person learning for the whole child (policy brief)
Considerations and guidance for local policymakers, schools, and expanded learning partners designing and operating learning hubs. From Policy Analysis for California Education.
Expanded learning partnerships: A foundation for rebuilding to support the whole child (policy brief)
For policymakers and practitioners, key principles for school and expanded learning partnerships during the transition from reopening to rebuilding. From Policy Analysis for California Education.
Improving distance education in the early grades (policy brief)
Identifies challenges in PK–3 distance learning and suggests practices and policy changes to improve the experience of students, parents, and teachers. From Policy Analysis for California Education.
Assistant Professor Ramón Martínez discusses opportunities for English language learning while students are learning from home, and shares his experiences building lessons in one California county.
Stanford scholar Thomas Ehrlich and Montgomery College president DeRionne Pollard talk about how community colleges can navigate the COVID-19 crisis.
A computer science professor and an education doctoral student studied the online experiences of undergraduate students and discuss how to move beyond short-term thinking and improve online learning for the future.
A "Marshall Plan" for American youth? Professor Thomas Dee discusses learning loss and the impact of pandemic school closures.
Stanford professor Rob Reich shares a framework for making hard choices during the pandemic, including whether to join a "learning pod."
Professor of pediatric infectious diseases Yvonne Maldonado discusses what science suggests about the risks of sending children back to school during the pandemic.
Lead with equity: What California's leaders must do next to advance student learning during COVID-19
From Policy Analysis for California Education, recommendations for state leaders to prioritize equity and ensure quality across all of the state's districts.
Supporting learning in the COVID-19 context
This policy brief from Policy Analysis for California Education (PACE) presents research and recommendations to guide decisions about students' learning and engagement.
New research shows online advising improves college outcomes for underserved high schoolers.
Associate Professor Mitchell Stevens talks about the pandemic's long-term implications on the college experience.
New research by Professor Bryan A. Brown shows the impact of connecting VR science learning experiences with students' culture.
Rethinking meaningful student assessment [video]
Associate Professor Maria Araceli Ruiz-Primo and doctoral student Sara Dozier discuss how school closures have affected teachers' ability to evaluate students and share strategies for assessing student progress.
Healthy minds for healthy students, at home and for the fall [video]
GSE senior lecturer Denise Pope and School of Medicine professor Shashank Joshi discuss ways educators and caregivers can support student mental health and well-being both at home and when schools resume.
Back to school: What parents can expect and policymakers can do [video]
Linda Darling-Hammond, Kyla Johnson-Trammell, and Eric Hanushek discuss the challenges and opportunities as schools and families prepare for a new academic year in the wake of closures.
Emiliana Vegas: COVID-19, school closures, and inequality [video]
Dr. Emiliana Vegas of the Center for Universal Education at the Brookings Institution, discusses how governments are responding to COVID-19 school closures and potential impact on inequality.
Harry Elam talks about how higher education is responding to the coronavirus pandemic, and the decisions and challenges leaders face as they look to an uncertain future.
Education policy expert Heather Hough, of Policy Analysis for California Education (PACE) discusses decisions facing local leaders as they consider when and how to reopen schools.
Milbrey McLaughlin, professor emerita and founder of the John Gardner Center for Youth and Their Communities, talks about what it takes to create a full-service community school district, which could be a model for COVID-19 recovery.
A new "new deal" for education: Top 10 policy moves for states in the COVID 2.0 era
Linda Darling-Hammond outlines ten policies that could help seize this moment to strengthen learning opportunities for all students.
The profound civics lesson kids are getting from the U.S. government's response to the COVID-19 pandemic
Civics education should encourage young people to lean in to the discrepancies they see between civic ideals and civic realities. Op-ed by Stanford GSE's Antero Garcia and Nicole Mirra of Rutgers.
Supporting students' social-emotional learning as a force for recovery [recorded Webinar]
Presented by Policy Analysis for California Education, researchers present new evidence that building students' social-emotional skills can improve academic and behavioral outcomes.
Stanford education historian Larry Cuban shares his predictions about the innovations in teaching and learning that will persist after in-person learning resumes.
Associate Professor Maria Araceli Ruiz-Primo talks about ways teachers can get creative with assessment now—and after in-person learning resumes.
How Stanford instructors helped Hong Kong teachers respond to a scenario that would soon spread across the globe.
Our children's education should be a priority as California recovers from coronavirus
Schools are essential to the well-being of communities. Rebuilding them is a critical priority, says Heather Hough, Executive Director of Policy Analysis for California Education.
On this episode of School's In, Assistant Professor Michael Hines talks about the 1937 Chicago polio school closure, efforts to teach at home via radio, and issues of equity in times of crisis.
On this episode of our School's In podcast, GSE Associate Professor Jonathan Rosa talks about remaking schools after COVID-19.
In Chicago, schools closed during a 1937 polio epidemic and kids learned from home
In this Washington Post perspective, education historian Michael Hines tells a story of remote learning during an epidemic—in 1937 Chicago.
What is a college education in the time of coronavirus?
In this New York Times OpEd, associate professor Mitchell Stevens and dean of UC Irvine’s School of Education Richard Arum consider the effects of the pandemic on college teaching and learning.
