In the Media

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.

Assistant Professor Francis A. Pearman discusses ways to put equity at the center of the process for considering school closures.

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.

Research by Professor William Damon found that only 20 percent of people younger than 26 can articulate a passion that guides their life choices.

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.

Professor Thomas S. Dee weighs in on the slowing but continued rise in enrollment at California public schools.

A new interactive tool developed by the Educational Opportunity Project at Stanford University, led by Professor Sean Reardon, provides data on segregation trends in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022.

In an interview with Brazil's largest newspaper, Professor Martin Carnoy argues for devoting greater educational resources to lower-income students in order to address social inequality

In an interview with Brazil's largest newspaper, Professor Martin Carnoy argues for devoting greater educational resources to lower-income students in order to address social inequality.

Assistant Professor Michael Hines addresses the backlash associated with school districts' efforts to offer AP African American studies.

Associate Professor Victor Lee discusses approaches to teaching AI literacy in K-12 schools and the role of AI in education.

Research by the National Student Support Accelerator, a program led by GSE Professor Susanna Loeb, finds that D.C. students who participated in an intensive tutoring program were more likely to show up to school on days when they had a scheduled session.

Professor Philip Fisher, director of the Stanford Center on Early Childhood, shares findings from the RAPID survey project, which has been regularly polling households with young children since the beginning of the pandemic.

Professor Sean Reardon and Demetra Kalogrides, a research associate at the Center for Education Policy Analysis, model four alternatives to race-based admissions practices.