In the Media

Linking academic freedom to tenure has led to an impoverished definition of the concept, writes Associate Professor Emily Levine.

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.

A paper coauthored by Professor Emerita Linda Darling-Hammond speaks to the impact that relationships have on learning and development.

Professor Deborah Stipek talks about the value of modeling to establish a learning culture at home.

Professor Sam Wineburg discusses the Stanford History Education Group’s work to improve digital literacy among young people.

Stanford-led research finds that college application essay content is strongly related to household income and SAT scores.

Professor Emerita Linda Darling-Hammond, president of the California State Board of Education, comments on the vote to move forward with testing.

An op-ed about the fight against misinformation cites the influence of research by Professor Sam Wineburg and the Stanford History Education Group.

Senior Lecturer Denise Pope discusses a Challenge Success and NBC News survey of more than 10,000 students on the impact of COVID-19.

Professor Deborah Stipek discusses the implications of thousands of California families choosing to keep their children out of kindergarten during the pandemic.

Professor Bill Koski weighs in on the circumstances surrounding a lawsuit directing San Francisco Unified School District to prepare to bring students back into the classroom.

Professor Deborah Stipek talks about the importance of giving first-grade teachers leeway to tailor the pace of the curriculum to address students’ varying needs.

In an op-ed, Assistant Professor Antero Garcia lays out three principles for reconstructing American civic education.

Professor emerita Linda Darling-Hammond, president of the California State Board of Education and leader of President Biden's education transition team, weighs in on plans for standardized exams during the pandemic.

In an op-ed, Professor Thomas S. Dee argues for investing in education technology that differs dramatically from existing platforms.