In the Media

Senior Lecturer Denise Pope, cofounder of the nonprofit Challenge Success, shares strategies for building "voice and choice" to get students engaged in classroom exercises.

Associate Professor Christine Min Wotipka says that data showing that almost 30 percent of the world's top universities have a female president is “cause for cautious celebration,” urging institutions to examine whether there are aspects of the role that make it hostile for women.

High-impact tutoring caters to students’ individual needs and provides either small group or one-on-one support that complements what they learn in the classroom, according to the National Student Support Accelerator at Stanford, led by Professor Susanna Loeb.

In a research experiment with middle school students, Assistant Professor Guilherme Lichand and collaborators found that those who initially had access to AI assistance on a creative assignment, and then had it taken away, performed far worse than their peers who didn’t have access to AI on a subsequent word-association task.

Research led by Professor Susanna Loeb and the National Student Support Accelerator has examined the impact of high-impact tutoring and the characteristics of effective programs.

At a conference co-led by Professor Mitchell Stevens, panelists from academia, business, nonprofits, media, and government explored alternatives to traditional education and employment pathways.

Associate Professor Jonathan Rosa weighs in on the implications of the abbreviation or Anglicization of Latino names.

Assistant Professor Nick Haber recommends caution around the use of AI chatbots in lieu of trained therapeutic professionals.

Professor Jo Boaler weighs in on a report providing a framework for mathematics education for students in preK through fifth grade grade.

Research led by Professor Sean Reardon and the Educational Opportunity Project at Stanford finds that boys score lower than girls in reading in nearly every school district in the United States, and at every grade level that tests are given.

Associate Professor Beth Schueler discusses various factors that go into creating education policy.

Professor Mitchell Stevens and Associate Professor Emily Levine say universities must negotiate a new academic social contract with society, pointing to other points in history where this social contract changed, such as government investments into higher education amid the WWII and Cold War eras to create a skilled workforce.

Research coauthored by Assistant Professor Dora Demszky suggests that one difference between stronger and weaker math teachers may be how often they use mathematical vocabulary, words such as “factors,” “denominators” and “multiples,” in class.

Noteworthy research on early childhood includes a study by Professor Thomas Dee on the impact of immigration raids on student absences, and a study by Assistant Professor Katharine Sadowski on the effect of the minimum wage on childcare establishments.

Associate Professor Victor Lee and Senior Lecturer Denise Pope detail evidence that AI is not opening the floodgates of cheating and instead represents a change in methods for a long-standing practice.