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Media Mentions

Professor Susanna Loeb, who founded and directs the National Student Support Accelerator, led a convening to explore ways to sustain and expand high-impact tutoring programs.
May 17, 2023
The New York Times
An analysis led by Professor Sean Reardon includes data from 42 states to provide the clearest picture yet of pandemic learning loss in individual school districts across the country.
May 11, 2023
An op-ed coauthored by Assistant Professor Francis A. Pearman details ways for California policymakers to respond to public school enrollment trends.
April 6, 2023
The Atlantic
Senior Lecturer Denise Pope addresses the anxiety that can surround the college admissions process.
March 28, 2023
An intervention co-developed by Assistant Professor Farzana Saleem shows promising results in a Bay Area pilot program.
March 23, 2023
The Hechinger Report
Research by Professor Susanna Loeb shows that “short-burst” tutoring in phonics provides benefits similar to more intensive and costly programs.
March 13, 2023
Teen Vogue
Assistant Professor Michael Hines calls for greater focus on the role of teachers, students, and communities in the success of schools that educated a generation of Black youth.
February 24, 2023
The Mercury News
Associate Professor Victor Lee weighs in on a new AI detection tool.
February 13, 2023
LA Times
Associate Professor Subini Annamma addresses the experiences of seclusion and restraint among Black students with disabilities.
December 28, 2022
The New York Times
Assistant Professor Sarah Levine considers a selection of essays to determine whether each had been written by ChatGPT or a human student.
December 26, 2022
The New Yorker
An appraisal of math instruction over the past century cites research by Professor Jo Boaler into the effects of detracking classes.
November 15, 2022
San Francisco Chronicle
Associate Professor Anthony Lising Antonio explains implications of a Supreme Court ruling against affirmative action.
October 30, 2022
Washington Post
GSE faculty members Ari Kelman, Emily Levine, and Mitchell Stevens argue that universities can engender renewed public trust by acknowledging errors of the past.
October 12, 2022
In an op-ed, Associate Professor Antero Garcia urges teachers and students to change the way they talk about the treatment of immigrants in the United States.
October 2, 2022
The Hechinger Report
In an op-ed, Associate Professor Patricia Bromley and doctoral student Minju Choi argue that when it comes to identifying policies to improve education, evidence proving effectiveness is not enough.
September 27, 2022

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