Professor Deborah Stipek discusses the importance of free play and "playful learning," which contributes to young children’s academic skills without undermining their motivation to learn.
Research led by Professor Sean Reardon, director of the Educational Opportunity Project at Stanford, shows that racial segregation is associated with larger gaps in student performance because students of color are concentrated in high-poverty schools.
In an op-ed, Associate Professor Emily J. Levine warns about the implications of efforts to limit international student enrollment at U.S. universities.
Associate Professor Patricia Bromley and Stanford undergraduate Sebastian Andrews make a case for including environmental education in history and civics courses.
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.
