The tokenism of the “diversity hire” trivializes the profound impact that women and minorities have had on American education, writes Associate Professor Emily Levine.
Joel Breakstone, director of the Stanford History Education Group, addresses the misconception that young people are adept at making sense of digital information.
An analysis by The New York Times in conjunction with Stanford University shows that in 33 states, 10,000 local public schools lost at least 20 percent of their kindergartners during the pandemic.
Debates about the purpose of critical race theory and about whether it is even taught in schools aren’t useful because they miss a larger point, argues Professor Subini Annamma.
New data from Sean Reardon and the Educational Opportunity Project at Stanford reveals an achievement gap that even the BIE’s highest-achieving schools cannot close.
Professor Deborah Stipek discusses the implications of thousands of California families choosing to keep their children out of kindergarten during the pandemic.
