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Goldenberg, Claude

Claude Goldenberg
Claude Goldenberg
Academic Title 
Other Titles 

Nomellini & Olivier Professor of Education

Contact Information
(562) 883-1408
CU 224
On sabbatical for the 2015-16 school year. Pls contact for urgent matters.
Program Affiliations 
CTE: Literacy, Language, and English Education
CTE: Teacher Education
SHIPS (PhD): Race, Inequality, and Language in Education (RILE)
Research Interests 
Access and Equity
Bilingual Education / ESL
Elementary Education
Family Issues
Hispanic Issues in Education
Immigrant Issues
Inner-city Youth
Latino Concerns in Education
Reading Instruction
Research Methods
Race, Inequality, and Language in Education (RILE)
School and District Reform
School Reform Issues
Second Language Reading
  • Princeton University, 1977, A.B. in history
  • UCLA Graduate School of Education, 1982, M.A. and 1984 Ph.D. in Early Childhood and Developmental Studies

2015-present: Nomellini & Olivier Professor of Education, Stanford University Graduate School of Education

2008-2015: Chair, Curriculum & Teacher Education (CTE), Stanford University Graduate School of Education

2007-present: Professor, Stanford University Graduate School of Education

2005-2008: Executive Director, Center for Language Minority Education and Research, College of Education, California State University, Long Beach

2001-2007: Associate Dean, College of Education, California State University, Long Beach

1998-2005: Professor, Department of Teacher Education, California State University, Long Beach (Associate Prof., 1994-1998)

1996-2006: Research Psychologist, Department of Psychiatry and Biobehavioral Sciences, UCLA (Assistant Res. Psych, 1988-92; Associate Res. Psych, 1992-96)

1985-88: 1st-grade teacher, Lennox School District, Lennox, CA

1977-79: 7th- and 8th-grade reading and history teacher, Edgewood Independent School District, San Antonio, TX

  • EDUC 388: Language Policies and Practices
  • EDUC 213x: Introduction to Teaching
  • EDUC 419x: Academic Achievement of Language-Minority Students
  • EDUC 466: Doctoral Seminar in Curriculum Research
  • EDUC 325A: Education ProSeminar, PART I--The Form and Content of Schooling


Durgunoglu, A. & Goldenberg, C. (Eds.) (2011). Language and literacy development in bilingual settings.  New York: Guilford.

Goldenberg, C. & Coleman, R. (2010). Promoting academic achievement among English Learners: A guide to the research. Thousand Oaks, CA: Corwin.

Goldenberg, C. (2004). Successful school change: Creating settings to improve teaching and learning. New York: Teachers College Press.


Goldenberg, C. (July 14, 2015). Congress: Bilingualism Is Not a Handicap. Education Week Commentary.

Cha, K. & Goldenberg, C. (in press). The complex relationship between bilingual home language input and kindergarten children's Spanish and English oral proficiencies. Journal of Education Psychology.

Goldenberg, C., & Romeo, K. (in press). ESL vs. EFL learners: The benefits of combining language acquisition and explicit instruction approaches. In Wong, L. & Dubey-Jhaveri, A. (Eds.). English language education in a global world: Practices, issues, and challenges. Hauppauge, NY: Nova Science Publishers.

Goldenberg, C. (2015). How might existing language progressions help or hinder ELLs/emergent bilinguals in meeting the demands of the Common Core State Standards? What are some critiques of the ideology and use of language progressions? In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core and ELLs/emergent bilinguals: A guide for all educators. Philadelphia: Caslon.

Goldenberg, C. (2015). What do we know about second language acquisition in instructed settings? In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core and ELLs/emergent bilinguals: A guide for all educators. Philadelphia: Caslon.

Goldenberg, C. Tolar, T., Reese, L., Francis, D., Ray, A., & Mejia-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish? American Educational Research Journal, 51, 604-633.

Goldenberg, C. (2013). Unlocking the research on English Learners: What we know—and don’t yet know—about effective instruction. American Educator, 37 (2), 4-11, 38

Saunders, W., Goldenberg, C., & Marcelletti, D. (2013). Guidelines for English language development instruction. American Educator, 37 (2), 13-25, 38-39.

Goldenberg, C., Nemeth, K., Hicks, J., Zepeda, M., & Cardona, L. (2013). Program elements and teaching practices to support young Dual Language Learners (pp. 90-118). Sacramento, CA: Governor's State Advisory Council on Early Learning and Care & California Dept. of Education. (Available at

Coleman, R. & Goldenberg, C. (2012, February). The Common Core challenge: English Language Learners. Principal Leadership, 46-51.

Goldenberg, C. & Rutherford-Quach, S. (2012). The Arizona home language survey: The under-identification of students for English language services. Language Policy, 11, 21-30.

Stokes-Guinan, K. & Goldenberg, C. (2010-11).  Use with caution: What CELDT results can and cannot tell us.  The CATESOL Journal, 22, 189-202.

On Sabbatical 2015-16.

• 2011-15  Institute of Education Sciences ("Reclassifying and Not Reclassifying English Learners as Fluent English Proficient: Access and Achievement," P. Estrada, Principal Investigator, C. Goldenberg and P. Shields, Co-Principal Investigators)

• 2013-17  Save the Children ("Literacy Boost in Rwanda: Research Design, Monitoring, and Evaluation," C. Goldenberg, Principal Investigator)

• 2014-15  Incentive Fund for Projects in San Francisco Unified School District, Stanford University Graduate School of Education (“Measuring implementation and quality of EL programs,” C. Goldenberg and S. Reardon, Co-Principal Investigators)

• 2015-18 National Science Foundation (“Refining a Model with Tools to Develop Math Professional Development Leaders: An Implementation Study,” H. Borko & J. Carlson, Principal Investigators; C. Goldenberg, Senior Researcher)