In the Media

Research led by Professor Rebecca Silverman found that the effectiveness of edtech in improving literacy skills varied, indicating that schools districts should carefully evaluate any program before deciding to adopt it.

Professor Bryan Brown started Science in the City, a weeklong science camp at Stanford for fifth- and sixth-graders from inner-city Bay Area schools.

Stanford’s RAPID Survey Project has been gathering information monthly from parents and childcare providers for over six years. According to a report by the nonprofit Zero to Three, which compiled RAPID data from families with children under age 3, 44% of families with infants and toddlers reported challenges paying for basics such as food and housing in 2025. That represents the highest rate in the prior five years of survey data, including in 2020 when 42% of families reported the same difficulties.

Stanford GSE's Victor R. Lee discusses what meaningful AI literacy looks like for students — and why it means far more than just learning to use specific tools.

Denise Pope, a senior lecturer at the GSE and co-founder of Challenge Success, a research and school reform project, has been tracking student cheating behavior for two decades and finds that with the wider availability of AI chatbots, students are simply swapping out one shortcut for another.

California is considering legislation that would require schools to screen kindergartners through second graders for basic math skills and provide extra support to those who fall behind.

Some education observers said Texas may be the first state to enact a required reading list, with the added layer of mandated religious text.

Professor Victor Lee recommends that any lessons about AI for elementary schools focus on concepts and skills with a "valid and productive instructional purpose tied to important learning goals."

Math fluency is described as a foundational skill for success in higher-level math and real-world problem solving, with Stanford GSE professor Jo Boaler recommending that middle school instruction prioritize conceptual understanding over rote memorization of procedures.

As the use of AI increases rapidly but evenly across schools, Victor Lee advises educators to consider what they are trying to accomplish through AI and build guidance and lessons from there.

New research from Stanford's SCALE Initiative finds that giving students access to AI tutors doesn't mean they'll use them.

Senior Lecturer Denise Pope offers guidance for teachers to make homework more effective and connected to big-picture learning goals.

Research by William Damon at the Stanford Center on Adolescence found that only about one in five young people are thriving with a clear sense of purpose, while roughly one in four remain rudderless - at serious risk of never fulfilling their potential.

Professor Thomas Dee co-led the largest national study of school cellphone bans to date, finding limited short-term effects on academic achievement, attendance, and overall well-being.

GSE professor Antero Garcia, who currently serves as president of the National Council of Teachers of English (NCTE), discusses the NCTE's new guide providing educators with some principles and examples for how to think about AI in the context of English class.