In the Media

In an op-ed, Professor Emerita Linda Darling-Hammond argues that developing and retaining school principals is central to addressing a flood of crises faced by public schools.

Research by GSE Assistant Professor Guilherme Lichand found that when students use AI and then are told they can no longer use it for their studies, they actually perform worse than those who never used the tool.

New data from Stanford, Harvard, and Dartmouth researchers shows that U.S. student reading and math scores are below where they were a decade ago.

A major Stanford University study finds that California's decentralized school funding system has produced fragmented policies and inconsistent accountability, prompting calls for stronger state oversight and guidance.

New district-level data from education researchers at Stanford, Harvard, and Dartmouth finds that test score declines across U.S. schools extend well beyond the pandemic, with reading scores down in 83 percent of school districts compared with a decade ago.

Education researchers at Stanford, Harvard, and Dartmouth find uneven improvements in test scores while identifying promising districts where progress is being made.

As AI becomes a workplace requirement, employers are raising concerns that over-reliance on the technology may be eroding critical thinking skills among new graduates.

The largest study of school cell phone bans, co-led by Stanford education professor Thomas Dee, finds that requiring students to lock up their phones during the school day reduces distractions but has produced mixed results on academic achievement and student behavior.

A major national study co-led by Professor Thomas Dee finds that school cellphone bans have successfully reduced student phone use but have shown limited short-term effects on academic achievement, attendance, and overall student well-being.

Stanford education professor Thomas Dee spoke with NPR about the findings of the largest study on school cell phone bans, discussing what the data reveals about the effects on classroom learning and student behavior.

Stanford education scholars found that AI writing feedback tools provided different responses to identical student essays based on what they were told about the students' identity, with some groups receiving more encouragement and others receiving more critical, substantive guidance.

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

Assistant professor Hari Subramonyam discusses how educators are designing AI tools that go beyond providing answers, instead encouraging students to slow down, think more deeply, and engage in richer learning and discussion.

Professor Sean Reardon discusses the gap in reading between girls and boys that starts in kindergarten and goes through high school.

Frustration is simmering among parents who say their young children are spending too much classroom time online, disrupting their learning and development at a critical time and clashing with stricter screen restrictions at home.