In the Media

The tokenism of the “diversity hire” trivializes the profound impact that women and minorities have had on American education, writes Associate Professor Emily Levine.

Joel Breakstone, director of the Stanford History Education Group, addresses the misconception that young people are adept at making sense of digital information.

An analysis by The New York Times in conjunction with Stanford University shows that in 33 states, 10,000 local public schools lost at least 20 percent of their kindergartners during the pandemic.

Debates about the purpose of critical race theory and about whether it is even taught in schools aren’t useful because they miss a larger point, argues Professor Subini Annamma.

Professor Deborah Stipek emphasizes the challenge for educators in navigating the variability of children’s experiences this year.

Linking academic freedom to tenure has led to an impoverished definition of the concept, writes Associate Professor Emily Levine.

New data from Sean Reardon and the Educational Opportunity Project at Stanford reveals an achievement gap that even the BIE’s highest-achieving schools cannot close.

A paper coauthored by Professor Emerita Linda Darling-Hammond speaks to the impact that relationships have on learning and development.

Professor Deborah Stipek talks about the value of modeling to establish a learning culture at home.

Professor Sam Wineburg discusses the Stanford History Education Group’s work to improve digital literacy among young people.

Stanford-led research finds that college application essay content is strongly related to household income and SAT scores.

Professor Emerita Linda Darling-Hammond, president of the California State Board of Education, comments on the vote to move forward with testing.

An op-ed about the fight against misinformation cites the influence of research by Professor Sam Wineburg and the Stanford History Education Group.

Senior Lecturer Denise Pope discusses a Challenge Success and NBC News survey of more than 10,000 students on the impact of COVID-19.

Professor Deborah Stipek discusses the implications of thousands of California families choosing to keep their children out of kindergarten during the pandemic.