The Stanford Graduate School of Education—with our collaborative partnerships, commitment to research focused on school reform, and direct involvement in schools and communities—is dedicated to producing scholarship that is relevant as well as rigorous. We contribute to new knowledge about effective educational policies and practices that are helping make quality education accessible worldwide. We offer a broad range of leadership and professional development opportunities for K-12 educators and leaders to expand their skills and share innovative practices.
The far-reaching impact of the work of the Stanford Graduate School of Education is demonstrated by the many projects that serve as connections to a broad community of educators and community leaders. They support teachers, students, policy makers, and other professionals, and their sphere of influence—ranging from local to international—continues to grow.
The Center for Education Policy Analysis (CEPA) unites an array of nationally prominent scholars from across Stanford University to provide the depth and scale of research needed to affect education policy in meaningful ways. Researchers are drawn from the fields of economics, law, political science, psychology, public policy, and sociology, and currently reside in the schools of arts and humanities, business, education, and law, as well as at the Hoover Institution. Their rigorous inquiry is based on the empirical realities of schools, well grounded in the needs of policy makers and education practitioners and aimed at improving education for all students.
The Center for the Support of Excellence in Teaching (CSET) combines empirical evidence and experience in the classroom to identify, test, and share the most effective ways to teach. CSET’s interdisciplinary research teams collaborate to design and implement a portfolio of professional development programs, develop and evaluate tools for measuring quality teaching, and determine the impact of these models on student achievement—all with special focus on culturally and linguistically diverse classrooms. CSET also provides sustained opportunities for teachers to develop their professional knowledge and skills, including an understanding of subject matter and how best to teach subject-specific content to a wide range of students.
Formed in 2007, Challenge Success grew out of the success of the highly successful Stressed Out Students Project at Stanford University. Founded on the belief that real success results from attention to the basic development needs of children and a valuing of different types of skills and abilities, Challenge Success seeks to inform, inspire, and equip youth, parents, and schools to adopt practices to expand options for youth success. The organization offers high-quality professional development workshops for elementary schools, and conferences for schools, parents, and youth to address issues of student health, school engagement, and academic integrity.
The Human-Sciences and Technologies Advanced Research Institute examines people and technology — how people use technology, how to better design technology to make it more usable (and more competitive in the marketplace), how technology affects people's lives, and the innovative use of technology in research, education, art, business, commerce, entertainment, communication, national security, and other walks of life.
The John W. Gardner Center for Youth and Their Communities (JGC) partners with communities to research, develop, and disseminate effective practices and models for developing well rounded young people. By bringing together community leaders and sharing new knowledge, JGC supports them in implementing quality programs for and with their young people. Its work is focused in the following San Francisco Bay Area communities: Redwood City, San Mateo County Mid-Coast, Oakland, and San Mateo and Alameda counties.
The National Board Resource Center at Stanford (NBRC) offers support to candidates for National Board certification, promote teacher leadership, and improve the quality of teaching in California schools. Its successful support program is staffed by Board-certified teachers and is open to any eligible candidate. NBRC helps teachers and administrators learn about ways to use National Board certification to advance professional practice and promote teaching quality in schools by providing information and support at its sessions at Stanford and through related outreach throughout the Bay Area.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at the University of California at Berkeley, the University of Southern California, and Stanford University. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
Ravenswood English is a volunteer program that brings together adult volunteers and young English-language learners. Its purpose is to expose young immigrant children who have little access to English in their schools and communities to rich English language interactions. Ravenswood English seeks to assist schools in providing one-on-one access to English by drawing on the energy and commitment of community volunteers who want to make a difference in the lives of at-risk students.
Ravenswood Reads supports readers in kindergarten through third grade by pairing Stanford tutors with children to help improve their decoding and comprehension skills. The program focuses on providing a service to schools in East Palo Alto and creating a service-learning experience for Stanford students.
The School Redesign Network at Stanford University (SRN) helps create, support, and sustain equitable schools that are intellectually rigorous, high-performing, and provide all students access to college and the skills needed to meet the workforce demands of the 21st century. SRN works with networks of urban school districts on organizational innovation and instructional improvement; collaborates with leading scholars from the Stanford schools of business, education, and design to develop executive leadership programs; builds student and teacher assessments; and, conducts empirical research focused on strengthening educational systems. District partners include Austin, Albuquerque, Knox County (TN), Mapleton (CO), Miami-Dade, Milwaukee, North East Independent School District (TX), Oakland, and San Francisco. Major endeavors include the PACT teacher assessment, the LEADS Network, Hillsdale Study Visits, and the publication of research by SRN scholars.
The Stanford Center for Opportunity Policy in Education (SCOPE) addresses issues of educational opportunity, access, equity, and diversity in the United States and internationally. SCOPE engages faculty from across Stanford and from other universities to work on a shared agenda of research, policy analysis, educational practice, and dissemination of ideas to improve quality and equality of education from early childhood through college. SCOPE's work is concentrated in three areas: research on the Opportunity Gap, cross-national comparative analysis of educational opportunity, and the development of policy and practice to expand educational opportunity.
The Stanford Center on Adolescence conducts research and graduate training in the study of adolescent development. The Center aims to promote the character and competence of all young people growing up in today's world, and provides guidance for parenting, for improved educational practice, and for youth development in a wide variety of community settings. Research focuses on the general question of how to prepare young people for active and productive citizenship in a democratic society.
The Stanford Center on Philanthropy and Civil Society (PACS) engages students, faculty, and practitioners in scholarship and dialogue that examines ways in which philanthropic institutions, nonprofit organizations, and other key elements of civil society work to address public interests, both in the United States and abroad. PACS-sponsored courses and seminars engage students and scholars from across campus in discussing core issues facing the sector, building a common frame of reference that enables conversation across disciplines.
Launched in 2008, the Stanford Principals Fellows Program is a year-long professional program designed to challenge and strengthen exceptional, early-career principals. Its goal is to develop principals with the knowledge, skills, and vision to lead equitable, transformational schools where all children can succeed and thrive. Participants attend intensive retreats and monthly working seminars where they investigate the challenges of 21st century school leadership and the skills required to meet them. The work centers on instructional leadership.