• October 16, 2013

    The share of American families living in either poor or affluent neighborhoods has doubled over the last four decades from 15% to 33%, according to an analysis of Census data by researchers Kendra Bischoff of Cornell University and Sean Reardon at Stanford University. The proportion living in affluent areas shot up from 7% in 1970 to 15% in 2009, while the share of families in poor neighborhoods more than doubled from 8% to 18%.

  • October 14, 2013

    The Workshop on Poverty, Inequality and Education examines the challenges to closing the growing opportunity gap

    The widening income gap in the last three decades has led to a deepening academic divide between rich children and everyone else. But how exactly do the forces of rising inequality affect the educational opportunities and pathways of low-income and minority children? And can schooling still be the great American equalizer ensuring that all students can learn, develop and thrive?

  • October 09, 2013

    By Eric A. Hanushek, Paul E. Peterson

    As if we needed more evidence, new data released Tuesday shows the disheartening level of skills of the American worker compared with those in other developed countries. An assessment by the Organization for Economic Cooperation and Development shows that U.S. adults are near the bottom of the 23 participating countries in terms of literacy, numeracy and problem solving.

  • October 01, 2013

    By Nick Ahamed

    From SCOTUS’s Fisher v. University of Texas decision to the anniversary Martin Luther King’s “I Have a Dream Speech,” this summer was rife with claims that the post-racial era has come. True– minorities are better off than they were 50 years ago. But for anyone who saw the film “Fruitvale Station,” you’ll know that all are not yet equal under the law.

  • September 25, 2013

    Poverty and inequality are powerful forces that shape our children’s educational success and attainment of the American Dream. But inequality is not inevitable, and poverty is not destiny. Understanding the role of poverty and inequality in shaping opportunity—and the potential for families, schools, and society to expand opportunity—is essential to thinking about how we can ensure that all children have an equal chance to succeed in school and to lead productive, fulfilling lives.

  • September 11, 2013
  • September 09, 2013

    As the nation’s classrooms welcome back teachers and students, it’s worth taking a moment to consider the methods — and the gender — of your own favorite teacher. A 2006 study by Thomas Dee, now a professor at Stanford, suggested that boys do better in classes taught by men while girls are more likely to thrive in classes taught by women. The study found that girls were more likely to report that they did not think a class would be useful to their future if it was taught by a man, and boys were more likely to say they did not look forward to a particular subject if it was taught by a woman.

  • September 03, 2013

    PACE/USC Rossier Poll shows support for keeping power with local educators and school boards, but not without accountability.

    Despite calls from Sacramento to reduce standardized testing in California public schools, voters strongly support the use of state standardized tests, both as an essential way to measure student performance and as an important element in teachers’ evaluations, a new PACE/USC Rossier School of Education Poll shows. - See more at:

  • August 27, 2013
    As tens of millions of pupils across the country begin their school year, charter networks are developing what amounts to a youth cult in which teaching for two to five years is seen as acceptable and, at times, even desirable. Teachers in the nation’s traditional public schools have an average of close to 14 years of experience, and public school leaders and policy makers have long made it a priority to reduce teacher turnover.
  • August 26, 2013

    Eric Hanushek of Stanford University's Hoover Institution talks with EconTalk host Russ Roberts about his new book, Endangering Prosperity (co-authored with Paul Peterson and Ludger Woessmann). Hanushek argues that America's educational system is mediocre relative to other school systems around the world and that the failure of the U.S. system to do a better job has a significant negative impact on the American standard of living. Hanushek points to improving teacher quality as one way to improve education.

  • August 19, 2013

    America may have legitimate competitive reasons to worry about the number of computer science and engineering graduates from elite Chinese and Indian universities – the figure dwarfs that of U.S. students with similar degrees.

    But a new book by Stanford researchers and others says that the concern that these countries will develop their own centers of high-tech production and innovation and draw research, development and scholarship away from American shores is still premature.

  • August 18, 2013

    It is perhaps the worst-kept secret in public education: Too many students leave school with a diploma in their hands, but without the knowledge in their heads they need to start college or pursue a meaningful career.

    We pay a steep price for the skills gap. More than 72 percent of our graduating students go to postsecondary institutions, but many are funneled into remedial, non-credit classes. Employers spend time and money training new workers. But it's students who suffer most, finding themselves unprepared for the challenging world outside the classroom. The Common Core State Standards represent a big part of what California — and 44 other states — are doing to address the problem.

  • August 06, 2013

    Opponents of President Barack Obama's plan to increase access to quality preschool can criticize studies to support their political agenda, but science is on the side of advocates. Research demonstrating the benefits of preschool is strong and consistent.

  • July 30, 2013
  • July 25, 2013

    When I was fifteen, I told my grandmother that I was going to become a law teacher. Here’s how that happened. She was in her 80’s, and starting when I was about twelve, I often had lunch with her at the Braemore Hotel on Commonwealth Avenue in Boston, where she lived. At the end of every lunch, she would give me a new book to read and discuss at our next lunch. The book I remember best was a biography of Louis Brandeis, the famous jurist. When I read about how he grappled with the ills of society, I announced to my grandmother that I would teach law someday.

  • June 20, 2013