Student Assessments That Work
Darling-Hammond looks at the evolving conversations on student assessment and the high stakes of adequately preparing our students for a complex world.
Frank Adamson and Linda Darling-Hammond discuss their research on funding disparities and the inquitable distribution of teachers.
Adamson and Darling-Hammond examine the inequitable distribution of teachers by reviewing school funding, salaries, and teacher qualifications from California and New York.
In this piece, cross-posted from U.S. News & World Report's Debate Club, Darling-Hammond responds to the claim that American teachers are overpaid.
Prudence Carter and Kevin Welner brought together a team of experts to examine the causes of and remedies to the inequality of learning opportunities in America's schools.
This project examines how high achieving nations around the world have steeply improved student achievement and equity and to identify how those approaches can be replicated in the United States.
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.
The Alliance for Excellent Education and SCOPE teamed up to look at ways other nations have enhanced teacher effectiveness and to see if the lessons learned could be applied in the U.S. context, producing a report and a webinar on their findings.
Over two decades of research has established that school leadership is critical to improving academic achievement. Linda Darling-Hammond and Stelios Orphanos address the question that naturally follows: If leadership matters, how can it be developed?
© Stanford University, Stanford, California 94305.
