A new SRN study follows five California high schools that are successfully working to close the achievement gap and illustrates how their approaches can inform state policy.
Linda Darling-Hammond reflects on the history, value, and impact of Columbia University's Teachers College at the school's 2011 commencement ceremony.
This commencement address, delivered by Linda Darling-Hammond at Teacher's College, was reproduced in the Nation.
This project supported multiple research efforts identifying and supporting equitable schools and examining teacher effectiveness and desegregation.
This project documents how the success of some California schools in closing the achievement gap can inform state policy.
This study of OUSD's New Small Schools Initiative assesses how the new schools are performing, what factors influence their achievement, and recommends policy strategies that build on current successes.
This project examines large-scale performance assessment in the United States and abroad, including technical advances, feasibility issues, and policy implications.
In this speech, Parent, President of the Centrale des syndicats du Québec, looks at historic and modern trends in Canadian education policy, and their impact on equity in Canadian schools.
In this paper, Ben Levin argues that policy approaches to educational improvement are necessarily different in Canada and the United States, and that greater equity in education can be achieved using practices we already know to be effective.
Linda Darling-Hammond discusses the need to move beyond a collection of disparate and shifting reform initiatives in the U.S. to a thoughtful, well-organized and well-supported set of policies.
© Stanford University, Stanford, California 94305.
