In the Media

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.

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.

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.

Drawing on themes aligned with Stanford researcher William Damon's finding that just one in five young people report a clear sense of purpose, the article calls for youth development to measure meaning-making, not just skills.

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.

Professor Antero Garcia, who is president of the National Council of Teachers of English (NCTE), describes the intent behind the NCTE’s working framework on AI for English language arts teachers.

Senior Lecturer Denise Pope weighs in on the value of homework, suggesting it should be differentiated according to what students know and can do, without creating assignments that make students overly reliant on schools or parents.

In an op-ed, Professor Emerita Linda Darling-Hammond argues that developing and retaining school principals is central to addressing a flood of crises faced by public schools.

The Stanford Center on Early Childhood’s RAPID Survey Project reports that 47 percent of parents in a recent survey indicated that they experience inconsistent access to food.

Research by GSE Assistant Professor Guilherme Lichand found that when students use AI and then are told they can no longer use it for their studies, they actually perform worse than those who never used the tool.

New data from Stanford, Harvard, and Dartmouth researchers shows that U.S. student reading and math scores are below where they were a decade ago.