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Associate Professor Anthony Lising Antonio explains implications of a Supreme Court ruling against affirmative action.

GSE faculty members Ari Kelman, Emily Levine, and Mitchell Stevens argue that universities can engender renewed public trust by acknowledging errors of the past.

In an op-ed, Associate Professor Antero Garcia urges teachers and students to change the way they talk about the treatment of immigrants in the United States.

In an op-ed, Associate Professor Patricia Bromley and doctoral student Minju Choi argue that when it comes to identifying policies to improve education, evidence proving effectiveness is not enough.

A study led by Associate Professor Jelena Obradović shows that excessive parental involvement when children are focused on an activity can undermine behavioral development.

Research led by Associate Professor Patricia Bromley shows that American history textbooks remain largely focused on the accomplishments of white men, while research led by Professor Thomas S. Dee shows sustained benefits of a high school ethnic studies course.

An op-ed coauthored by Associate Professor Antero Garcia calls for making edtech companies answerable to the public schools that use them.

Professor Emerita Deborah Stipek weighs in on the benefits of preschool and transitional kindergarten.

Professor Thomas S. Dee discusses research on the impact of a program that targeted pay raises to high-performing teachers.

Research by Assistant Professor Francis A. Pearman and doctoral student Danielle Marie Greene found that school closures increase the likelihood of property values rising and more affluent families moving into predominantly Black neighborhoods.

Professor Emerita Linda Darling Hammond talks about high turnover in the teaching profession and ways to improve retention.

Senior Lecturer Denise Pope talks about the price children have paid in the pandemic, and what parents and others can do to support them.

Professor Deborah Stipek discusses the importance of free play and "playful learning," which contributes to young children’s academic skills without undermining their motivation to learn.

Research led by Professor Sean Reardon, director of the Educational Opportunity Project at ������������, shows that racial segregation is associated with larger gaps in student performance because students of color are concentrated in high-poverty schools.

In an op-ed, Associate Professor Emily J. Levine warns about the implications of efforts to limit international student enrollment at U.S. universities.