Maximizing the Use of New State Professional Learning Investments to Support Student, Educator, and School System Growth cover
The Learning Policy Institute (LPI) and the Stanford Center for Opportunity Policy in Education (SCOPE) introduce two documents to help California schools best utilize professional learning money to support learning around the newly adopted state academic standards.
Community Schools as an Effective Strategy for Reform cover


Research literature finds that community school models offering various agreed-upon features provide an excellent social return on investment and significant promise for providing opportunities for learning and promoting well-being in students and communities.
Whose Choice? Student Experiences and Outcomes in the New Orleans School Marketplace cover

Whose Choice? Student Experiences and Outcomes  in the New Orleans School Marketplace

Adamson, Cook-Harvey, and Darling-Hammond examine the experiences of students and families managing their way through a portfolio of charter schools in New Orleans.


March 7, 2016 - March 8, 2016
Study Visit Resources:


Cultivating a Garden to Improve Schools
Jon Snyder discusses the approach to educational improvement used by the Instructional Leadership Corps (ILC) Project.
What Can Districts Do to Recruit More Teachers of Color?
Travis J. Bristol and Terrenda White's three-part series in Education Week discusses how districts can recruit more teachers of color.
3 Top-Down Approaches to Improving Teacher Capacity
Elizabeth Leisy Stosich explains how three research-based principles can guide state and local efforts to grow educator capacity.

Our Mission

The Stanford Center for Opportunity Policy in Education (SCOPE) fosters research, policy, and practice to advance high-quality, equitable education systems in the United States and internationally.

SCOPE is an affiliate of the Stanford Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity, and sponsors the work of the Stanford Center for Assessment, Learning, and Equity.

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