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Senior Lecturer Denise Pope offers advice on how involved (or not) parents should be in their college kids' lives and problems.

Professor Martin Carnoy weighs in on school privatization, pointing to research indicating that school voucher programs do not improve student achievement.

Giving the federal government less control over school accountability systems has resulted in a kind of ‘accountability theater’ in many states, says Professor Thomas Dee.

Associate Professor Antero Garcia discusses the benefits and drawbacks of AI-assisted e-books that provide readers with personalized commentary.

Associate Professor Antero Garcia reflects on educational guidelines that emphasize informational texts over complete works of literature.

Professor Emerita Deborah Stipek discusses the importance of play in early education.

An op-ed coauthored by Associate Professor Emily J. Levine argues for D.E.I. programs with a pluralistic framework, encouraging conversations among people with diverse identities, religious beliefs, and political ideologies.

A study led by Assistant Professor Guilherme Lichand and Professor Elizabeth Kozleski indicates that official school census data underestimates the number of students with disabilities in Brazil.

High-impact tutoring led to better reading and math scores and improved school attendance, according to a study from the National Student Support Accelerator, a program of the º£½ÇÂÒÂ×ÉçÇø Accelerator for Learning led by Professor Susanna Loeb.

Assistant Professor Francis A. Pearman discusses ways to put equity at the center of the process for considering school closures.

Research by Professor Geoffrey Cohen finds that young people will take even the most severe criticism well if it is clear that the feedback was motivated by an appreciation for their potential.

Research by Professor William Damon found that only 20 percent of people younger than 26 can articulate a passion that guides their life choices.

An op-ed by Assistant Professor Francis A. Pearman shares strategies to ensure that district-reorganization decisions don’t burden the most vulnerable populations or exacerbate existing inequalities.

Professor Philip Fisher, director of the º£½ÇÂÒÂ×ÉçÇø Center on Early Childhood, cautions that employer-run programs could undercut efforts to recognize child care as a public good.

A new interactive tool developed by the Educational Opportunity Project at º£½ÇÂÒÂ×ÉçÇø University, led by Professor Sean Reardon, provides data on segregation trends in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022.