An op-ed coauthored by Associate Professor Emily J. Levine argues for D.E.I. programs with a pluralistic framework, encouraging conversations among people with diverse identities, religious beliefs, and political ideologies.
A study led by Assistant Professor Guilherme Lichand and Professor Elizabeth Kozleski indicates that official school census data underestimates the number of students with disabilities in Brazil.
High-impact tutoring led to better reading and math scores and improved school attendance, according to a study from the National Student Support Accelerator, a program of the Stanford Accelerator for Learning led by Professor Susanna Loeb.
Research by Professor Geoffrey Cohen finds that young people will take even the most severe criticism well if it is clear that the feedback was motivated by an appreciation for their potential.
An op-ed by Assistant Professor Francis A. Pearman shares strategies to ensure that district-reorganization decisions don’t burden the most vulnerable populations or exacerbate existing inequalities.
Professor Philip Fisher, director of the Stanford Center on Early Childhood, cautions that employer-run programs could undercut efforts to recognize child care as a public good.
A new interactive tool developed by the Educational Opportunity Project at Stanford University, led by Professor Sean Reardon, provides data on segregation trends in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022.
In an interview with Brazil's largest newspaper, Professor Martin Carnoy argues for devoting greater educational resources to lower-income students in order to address social inequality.
