• 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
  • June 06, 2013

    Thirty years ago last month, President Ronald Reagan’s Education Department released A Nation at Risk. The report said unequivocally that U.S. education was in crisis. What does it say that in 2013, the same imminent threats to our nation’s global leadership and the attainability of the American dream for all students still exist?
    Our schools are neither excellent nor equitable, but we allow this to continue with just lip service about the problem. If we allow another three decades of slow movement on dealing with these issues, it will have profound implications for America’s economic and social well-being. These problems cannot be swept under the rug if America and our children are to realize their full potential.

  • May 30, 2013
  • May 28, 2013

    A 20-year study of the early childhood care and education workforce finds improvements in wage, turnover and qualifications, but big problems remain.

    Daycare workers and preschool teachers are more educated, receive better pay, and remain longer in the field today than in 1990, but they continue to be poorly compensated, to have high turnover, and to lack Bachelor's degrees, according to a new study by researchers from the Stanford Graduate School of Education, the University of Virginia and Cornell University.

  • May 22, 2013
  • May 15, 2013

    Professor of Education Sean Reardon recently published a controversial New York Times opinion piece titled "No Rich Child Left Behind," in which he detailed his research on the widening achievement gap between students from high- and low-income families. Reardon spoke with The Daily about the feedback he has received on the piece and his thoughts on how the achievement gap can be narrowed.

  • May 13, 2013

    Congratulations to Jon Valant for receiving the Spencer Foundation Dissertation Fellowship 2013-2014. Jon is a doctoral candidate in Educational Policy at Stanford University. He studies education policies and politics as they relate to K-12 achievement gaps. He is particularly interested in school choice in urban settings, both with respect to how families choose schools and how schools of choice serve their students.

  • April 27, 2013

    Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. Students growing up in richer families have better grades and higher standardized test scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion.

  • April 24, 2013

    Brian Jacob, Walter H. Annenberg Professor of Education Policy, Gerald R. Ford School of Public Policy - University of Michigan, talks on Poverty and Education: Evidence from a randomized housing voucher program at CEPA Seminar Series