Partnership allows schools, business to grow ideas
Partnering with 20 school agencies — representing school districts and organizations which oversee clusters of charter schools — Google is in the process of running a pilot program called the Google Talent Academy. Noting issues with keeping quality employees, the program aims to help senior school staff rethink the way they manage their staff. Led by Google’s people operations department, what they call human resources, teams of school officials are taught tactics for finding, training and keeping the right employees. Each organization is also given a $20,000 grant to implement one of the lessons. Among the pilot program’s participants is the Summit Public Schools, which currently oversees four charter high schools located in Redwood City and San Jose.
Tenure or Turnover?
In theory, teacher turnover could have either a positive or negative impact on students. On one hand, teacher turnover might produce better matches between schools and teachers and result in fresh perspectives. On the other hand, high teacher turnover could decrease student-teacher trust and interrupt institutional knowledge creation.
Teacher Turnover Affects All Students' Achievement, Study Indicates
When teachers leave schools, overall morale appears to suffer enough that student achievement declines—both for those taught by the departed teachers and by students whose teachers stayed put, concludes a study recently presented at a conference held by the Center for Longitudinal Data in Education Research. The impact of teacher turnover is one of the teacher-quality topics that's been hard for researchers to get their arms around. The phenomenon of high rates of teacher turnover has certainly been proven to occur in high-poverty schools more than low-poverty ones. The eminently logical assumption has been that such turnover harms student achievement.
Dr. Susanna Loeb, Nominee for Member, Board of Directors of the National Board for Education Sciences
President Barack Obama announced his intent to nominate the following individuals to key Administration posts:
- Mark L. Asquino – Ambassador to the Republic of Equatorial Guinea, Department of State
- Derek H. Chollet – Assistant Secretary of Defense for International Security Affairs, Department of Defense
- Kathleen H. Hicks – Principal Deputy Under Secretary of Defense for Policy, Department of Defense
- Susanna Loeb - Member, Board of Directors of the National Board for Education Sciences
SFUSD partners with School of Education
“In education, it is the worst of times and the best of times,” said Claude Steele, dean of the Stanford School of Education, at a lunchtime presentation Tuesday that discussed a partnership between Stanford and the San Francisco Unified School District (SFUSD). Steele opened the event by stating that this “partnership is a model for how schools of education can relate to real school districts.”
The panelists said that though school districts are facing budget cuts, changes in technology and educational research can make it possible to get rid of old deadwood methodologies that no longer work.
Stanford concludes transformative campaign
The Stanford Challenge fundraising campaign raises $6.2 billion for a new model of research and teaching on the environment, human health, international affairs and other issues.
Stanford University today announced the successful conclusion of The Stanford Challenge, having raised $6.2 billion to seek solutions to global problems and educate leaders for a more complex world.
Inaugural CEPA Supper - Evidence for Education
CEPA unites an array of nationally prominent Stanford scholars with diverse perspectives and methodologies to forge fresh education policy approaches that are both pragmatic and proven. This fall, the center brought together four leading education policy experts from across campus—Susanna Loeb (education), Bill Koski (law), Michael Kirst (education), and Terry Moe (political science and the Hoover Institution)—to engage in a lively discussion on teacher unions at the inaugural CEPA Supper.
Assessing How Policy Affects Teacher Quality: Prop A
Doctoral student Heather Hough (BA ’02), Professor Susanna Loeb, and Professor (Research) David Plank at Stanford’s Center for Education Policy Analysis (CEPA) have been collaborating with the district to document the passage of this policy. Their research has looked at what it took to induce the broader public to open its purse strings, and how the district and the teachers’ union consulted, negotiated, and compromised to determine how those funds were to be used.
A System of Learners - Tapping the full potential of the education profession
Teachers and principals play the most direct and central role in creating learning opportunities for students in our schools. Indeed, there are striking examples that show the power that exceptional teachers and school leaders have to make a difference for students. This is obvious. This comports with personal experience. We also know this empirically. A weaker math teacher, for example, might get students to learn about a half-year of material; a strong teacher can get the same children to learn a year-and-a-half, or three times as much.
Improving K-12 Education
Launched in 2006, the Initiative to Improve K-12 Education has been key to expanding endowed faculty positions and graduate fellowships in the School of Education, spurring multidisciplinary research in educational issues and enhancing programs that allow Stanford to partner with schools and organizations serving youths.
The interdisciplinary Center for Education Policy Analysis (CEPA), directed by Susanna Loeb, professor of education, applies scientific methods of analysis to discover what works in our nation’s schools and why. CEPA involves faculty from such disciplines as economics, law, political science, psychology, public policy, sociology and education.