Vol. 18, No. 1
Partisanship and Higher Education: Where Republicans and Democrats Agree
In our most recent public-opinion survey, we find sharp differences between Democrats and Republicans about the value of a bachelor’s degree (as distinct from a two-year associate’s degree).
Vol. 18, No. 1
Should We Limit “Screen Time” in School?
Debating the wisest use of technology in the classroom
Vol. 18, No. 1
Putting Dialogue over Devices Shapes Mind and Character
As we sober up from the tech-infused party of the past 20 years, we should think about what should come first in our schools: shaping not just our students’ ability to persevere and solve difficult problems but also their character—their empathic connection with others, their capacity to see our shared humanity, and their ability to problem solve with others for a common good.
Vol. 18, No. 1
The Problem Is Wasted Time, not Screen Time
The emerging generation of educational technology has the power to accelerate learning productivity in ways we can scarcely imagine. If we can ensure that students are connected to it through the help of teachers, a natural balance between online and offline experiences will develop.
Vol. 18, No. 1
Big Data Transforms Education Research
Can machine learning unlock the keys to great teaching?
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The Education Exchange: High School Grade Inflation “Really Dramatically Increased,” ACT Researcher Finds
"A potential unintended consequence of the test-optional movement"
Choice Reconsidered
Rethink school choice to avoid either-or thinking and instead ask how expanding options might help meet the needs of students and families and empower educators.
Putting Teachers on the Ballot
Raises for teachers, fewer charters when educators join the school board
Stanford Summer Math Camp Defense Doesn’t Add Up, Either
Flawed, non-causal research that the proposed California framework embraces
The Stubborn Myth of “Learning Styles”
State teacher-license prep materials peddle a debunked theory
