In the Media

Associate Professor Victor Lee discusses CRAFT, a Stanford initiative providing teachers with classroom-ready resources on AI.

A study by Professor Thomas S. Dee found that a literacy program using a science of reading approach produced significant and cost-effective improvements.

Associate Professor Patricia Bromley discusses her research and the development of the free online World Education Reform Database.

Associate Professor Victor Lee weighs in on the potential for the increasing adoption of AI tools to worsen race and equity issues.

Research led by Professor Sean Reardon found that from spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.

A new report co-authored by Professor Sean Reardon shows the pace of academic recovery for about 8,000 school districts in 30 U.S. states.

Professor Sean Reardon discusses new research into the first full year of post-pandemic academic recovery.

An analysis of nationwide data on schools’ recovery led by Professor Sean Reardon shows that achievement gaps have widened, with the poorest students the furthest behind.

Senior Lecturer Denise Pope and colleagues at Challenge Success detail strategies teachers can use to increase student engagement.

Assistant Professor Francis A. Pearman discusses costs associated with shuttering schools permanently.

Research led by Professor Thomas Dee shows that nationwide, the rate of chronic absenteeism nearly doubled between 2018-19 and 2021-22.

Associate Professor Victor R. Lee and Senior Lecturer Denise Pope analyzed cheating rates among high school students before and after the launch of ChatGPT.

Professor Thomas Dee and GSE doctoral student Sarah Novicoff evaluate an initiative bringing the ‘science of reading’ to low-performing elementary schools in California.

Research by Assistant Professor Francis Pearman finds that majority-Black schools are about three times as likely to close as schools with smaller enrollments of Black students, even when accounting for common reasons behind closures.

Associate Professor Jonathan Rosa discusses how fluency in Spanish can become a litmus test for cultural knowledge and identity.