In the Media

An analysis led by Professor Sean Reardon provides the clearest picture yet of pandemic learning loss in individual school districts across the country.

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.

An op-ed coauthored by Assistant Professor Francis A. Pearman details ways for California policymakers to respond to public school enrollment trends.

Senior Lecturer Denise Pope addresses the anxiety that can surround the college admissions process.

An intervention co-developed by Assistant Professor Farzana Saleem shows promising results in a Bay Area pilot program.

Research by Professor Susanna Loeb shows that “short-burst” tutoring in phonics provides benefits similar to more intensive and costly programs.

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.

Associate Professor Victor Lee weighs in on a new AI detection tool.

Associate Professor Subini Annamma addresses the experiences of seclusion and restraint among Black students with disabilities.

Assistant Professor Sarah Levine considers a selection of essays to determine whether each had been written by ChatGPT or a human student.

An appraisal of math instruction over the past century cites research by Professor Jo Boaler into the effects of detracking classes.

Associate Professor Anthony Lising Antonio explains implications of a Supreme Court ruling against affirmative action.

GSE faculty members Ari Kelman, Emily Levine, and Mitchell Stevens argue that universities can engender renewed public trust by acknowledging errors of the past.

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.

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.