This project supported multiple research efforts identifying and supporting equitable schools and examining teacher effectiveness and desegregation.
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 study looks at four exemplary California schools to understand the practices, approaches, and contextual factors that contribute to successful student-centered learning.
This project examines how three urban, socioeconomically and racially diverse public high schools utilize a comprehensive focus on SEL to produce high achievement and engagement.
Study Visits are inquiry-based mini courses to exemplary high schools conducted by the Stanford Center for Opportunity Policy in Education (SCOPE) and a partner school.
Funded by the Open Society Foundation, the main project goal was to work with community-based organizations and their constituents to create a research-based tool to motivate and inform discussion
SCOPE is working with Knox County Schools' Fulton High School in Tennessee to develop four small learning community academies through a federal grant. The high school is strengthening project-based learning within academy teams.
A comparative analyses that compared and contrasted the influence of a public investment approach with a “free market” approach to the governance and management of schools.
This research identified two principle responses to the central question of how other countries have surpassed the U.S. in preparing their students to compete in the 21st century global economy.