Accountability and the Federal Role: A Third Way on ESEA cover

Accountability and the Federal Role: A Third Way on ESEA

Amid a highly polarized debate on reauthorizing NCLB, two different school reform "camps" have found common ground on addressing Federal educational accountability policy.
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth — Full Series cover

SOCIAL EMOTIONAL LEARNING IN HIGH SCHOOL: HOW THREE URBAN HIGH SCHOOLS ENGAGE, EDUCATE, AND EMPOWER YOUTH

A series of reports describe social emotional learning practices at three socioeconomically and racially diverse urban high schools.
Accountability for College and Career Readiness: Developing a New Paradigm cover

Accountability for College and Career Readiness: Developing a New Paradigm

Darling-Hammond, Wilhoit, and Pittenger propose a comprehensive and balanced system of accountability for college and career readiness in this report.

News

The Role of Performance Assessments in Fostering Opportunities for Deeper Learning
Elizabeth Leisy Stosich describes how performance assessments can help teachers create authentic learning experiences.
High Schools That Walk the Social-Emotional Walk (and Don't Just Talk the Talk)
MarYam G. Hamedani highlights SCOPE's research on effective social emotional learning practices in high schools.
Black Male Teachers: There Aren’t Enough of Them
In the Washington Post, Travis J. Bristol discusses the lack of black males in the teaching force and how to recruit and retain educators of color.

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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