Professor Martin Carnoy weighs in on school privatization, pointing to research indicating that school voucher programs do not improve student achievement.
Giving the federal government less control over school accountability systems has resulted in a kind of ‘accountability theater’ in many states, says Professor Thomas Dee.
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.
