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Stanford-led study links school environment to brain development.

For decades, researchers have linked differences in school-age children’s brain development to their out-of-school environment, using indirect socioeconomic factors such as parental income and neighborhood characteristics. 

In a new paper , researchers from Stanford Graduate School of Education (GSE) demonstrate for the first time that, even when controlling for those other factors, there is a direct link between a child’s school environment and the development of their white matter, or the network of nerve fibers that allows different parts of the brain to communicate. 

In other words, schools that do better than average at promoting learning are showing greater year-by-year advances in brain development, even for students coming from a wide range of socioeconomic environments. 

For their study, the authors, including GSE doctoral candidate Ethan Roy , Professor Bruce McCandliss , and Associate Professor Jason Yeatman , leveraged data from the Adolescent Brain Cognitive Development (ABCD) Study, the largest long-term study of brain development and child health in the United States, and the Stanford Education Data Archive (SEDA), a national database of academic performance developed by the Educational Opportunity Project at Stanford University. 

Their findings show that children who attend higher-performing schools have accelerated white matter development, including in an area of the brain closely associated with reading skills.

Roy said the results, published in Developmental Cognitive Neuroscience on April 26, were “striking.”

“What jumped off the page for us is that, even when controlling for things like parental income, parental education, neighborhood context, and household conflict levels, we were still able to observe a significant relationship between the school environment of an individual and growth properties of their brain,” he said.

Filling a gap in learning science research

Yeatman, who along with McCandliss serves as an advisor to Roy, said the study is the first to show how variation in the educational opportunities afforded to children is related to brain development.

“Essentially, two children from similar families who are born on two sides of a school boundary have measurable differences in how their brains wire together,” said Yeatman, who holds a joint faculty appointment at the GSE and Stanford Medicine, is a faculty affiliate of the Stanford Accelerator for Learning , and directs the Brain Development & Education Lab and Rapid Online Assessment of Reading . 

The study looked at fractional anisotropy, a measure of how water moves through brain tissue and an indication of how insulated, or myelinated, a neuron’s axons are (higher myelination increases the speed of transmission between neurons and is associated with improved learning). The observational results show that fractional anisotropy is directly linked to a school’s national grade equivalence score, or a measure of how third graders from that school perform compared with the national average.

The paper fills a gap in learning science research. Although past studies have linked socioeconomic status to white matter development, they have not been able to focus in on specific attributes of a child’s development, such as the school they attend. Other research — including from Yeatman’s lab — has shown that educational interventions can lead to changes in white matter, but those have been relatively small-scale studies with participants who are not representative of the broader population. 

“This is one of the first cases where we can measure the thing we actually care about at the population level,” Yeatman said.

The authors also trained a deep learning model to conduct a global analysis of white matter, finding that children who attend schools with higher SEDA scores had brains that appeared developmentally “more mature” than their chronological age.

A measurable impact

The implications are “potentially game-changing,” said McCandliss, who directs the Stanford Educational Neuroscience Initiative (SENSI) and is a faculty affiliate of the Stanford Accelerator for Learning. 

“National discussions of the importance of elementary school quality have never before been framed in terms of having a measurable impact on physical brain development of our young children,” he said. “I think this changes the frame of the discussion and decision-making around the impact of inequity.”

The study was only possible because of the comprehensive data included in the ABCD Study and SEDA, the researchers said. McCandliss, an investigator in the ABCD Study, first approached the ABCD team leaders about linking the SEDA data with the ABCD data in 2018, and his SENSI team spent about two years creating the resulting “crosswalk.” 

McCandliss called the ABCD study a “dream come true,” and the linked data a way to “finally” answer “elusive questions about how inequities in educational opportunities may actually be changing the course of physical and functional brain development during the vulnerable elementary school years across the nation.”

To analyze the brain white matter from the MRI data included in the ABCD study, the authors used pyAFQ , an open-source software developed by Yeatman’s lab. “It was a really fruitful collaboration across both labs,” Roy said.

The authors hope their methods and the newly linked ABCD and SEDA data, which is now freely available to a community of registered researchers around the world, will allow other scholars to pursue their own ideas and hypotheses at the intersection of education and neuroscience.

Yeatman said the methods and data used in the study will allow researchers to be more precise about environmental factors linked to brain development and the mechanisms behind those connections.

“The environment influences brain development,” he said. “That’s obvious. But what about the environment influences brain development? This is the first step in actually unraveling that specificity.”

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Graduate School of Education

Office: Graduate School of Education Mail Code: 94305-3096 Phone: (650) 723-2109 Email:  [email protected] Web Site: https://ed.stanford.edu/

Courses offered by the Graduate School of Education are listed under the subject code EDUC on the Stanford Bulletin's Explore Courses web site.

The Stanford Graduate School of Education is a leader in pioneering new and better ways to achieve high-quality education for all. Faculty and students engage in groundbreaking and creative interdisciplinary scholarship that informs how people learn and shapes the practice and understanding of education. Through state-of-the-art research and innovative partnerships with educators worldwide, the school develops knowledge, wisdom, and imagination in its diverse and talented students so they can lead efforts to improve education around the globe.

Three graduate degrees with specialization in education are granted by the University: Master of Arts, Master of Science, and Doctor of Philosophy.

While no undergraduate majors are offered, the school offers courses for undergraduates, an undergraduate minor and an undergraduate honors program.

The Graduate School of Education is organized into three area committees: Curriculum Studies and Teacher Education (CTE); Developmental and Psychological Sciences (DAPS); and Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS).

In addition, several cross-area programs are sponsored by faculty from more than one area. These programs include the doctoral program in Learning Sciences and Technology Design (LSTD); the doctoral program in Race, Inequality, and Language in Education (RILE); two master’s level programs, the Stanford Teacher Education Program (STEP) and the Learning, Design, and Technology Program (LDT); and the undergraduate honors and minor programs.

These area committees function as administrative units that act on admissions, plan course offerings, assign advisers, monitor student academic progress, and determine program requirements. Various concentrations exist within most of these areas. Faculty members are affiliated primarily with one area but may participate in several programs. While there is a great deal of overlap and interdisciplinary emphasis across areas and programs, students are affiliated with one area committee or program and must meet its degree requirements.

Detailed information about admission and degree requirements, faculty members, and specializations related to these area committees and programs can be found in the  Academics section of the School's web site .

The Graduate School of Education offers no correspondence or extension courses, and in accordance with University policy, no part-time enrollment is allowed. Work in an approved internship or as a research assistant is accommodated within the full-time program of study.

Undergraduate Programs in Education

The Graduate School of Education offers a minor and an honors program at the undergraduate level. Further information about these programs can be found at the  Graduate School of Education  web site.

Regardless of whether they are enrolled in one of these undergraduate programs, undergraduates are also welcome in many graduate-level courses at the GSE.

Graduate Programs in Education

The Graduate School of Education offers Master of Arts, Master of Science, and Doctor of Philosophy degrees in several programs (see "Master’s" and "Doctoral" tabs on this page). University and Graduate School of Education requirements must be met for each degree. The University requirements are detailed in the “ Graduate Degrees ” section of this bulletin. Students are urged to read this section carefully, noting residency, tuition, and registration requirements. A student who wishes to enroll for graduate work in the Graduate School of Education must be admitted to graduate standing by one of the school’s area committees and with the approval of the Associate Dean for Student Affairs. All Graduate School of Education courses are intended for matriculated students in degree programs only.

Complete information about admissions procedures and requirements is available from  Graduate Admissions , or at the  Graduate School of Education  web site. Applicants to all programs, except for applicants to the Stanford Teacher Education Program (STEP), must submit scores from the Graduate Record Examination General Test (verbal, quantitative, and analytical or analytical writing areas); TOEFL scores are also required from those whose first language is not English. Applicants to the Stanford Teacher Education Program (STEP) are also required to submit specific test scores or acceptable equivalents as required by the California Commission on Teacher Credentialing; see the section on STEP. Test information is available at the  Graduate School of Education  web site. The Graduate School of Education takes a holistic approach to admissions by comprehensively evaluating the academic preparation, experiences, and potential of all applicants.

Emeriti: (Professors)  J. Myron Atkin, Arnetha Ball, John Baugh, Eamonn Callan, Larry Cuban, Linda Darling-Hammond, Claude Goldenberg, Shelley Goldman, Pam Grossman, Edward Haertel, Kenji Hakuta, Connie Juel, Michael Kamil, Michael W. Kirst, David Labaree, Henry M. Levin, Rachel Lotan, William F. Massy, Raymond P. McDermott, Milbrey McLaughlin, Nel Noddings, Jonathan Osborne, Denis C. Phillips, David Plank, Thomas Rohlen, Richard J. Shavelson, Lee S. Shulman, Claude Steele, Deborah Stipek, Myra H. Strober, Guadalupe Valdés, Decker F. Walker, Hans Weiler

Dean:  Dan Schwartz

Associate Dean for Student Affairs:  John Willinsky

Senior Associate Dean for Finance and Administration : Geoff Cox

Associate Dean for External Relations:  Heather Trippel

Associate Dean for Academic Affairs : Shu-Ling Chen

Associate Dean for Faculty Affairs : Amado Padilla

Assistant Dean for Information Technology and CTO:  Paul Kim

Professors:  Alfredo Artiles, Adam J. Banks, Brigid J. Barron, Eric Bettinger, Jo Boaler, Hilda Borko, Bryan Brown, Martin Carnoy, Anne Charity Hudley, Geoffrey Cohen, William Damon, Tom Dee, Patricia J. Gumport, Teresa D. LaFromboise, Bruce D. McCandliss, Daniel A. McFarland, Amado M. Padilla, Roy Pea, Walter Powell, Francisco O. Ramirez, Sean Reardon, Daniel Schwartz, Guillermo Solano-Flores, Mitchell Stevens, Carl Wieman, John Willinsky, Sam Wineburg

Professors (Teaching) : Ira Lit

Associate Professors:  Subini Annamma, Anthony L. Antonio, Nicole M. Ardoin, Patricia Bromley, Antero Garcia, Ari Y. Kelman, Jennifer Langer-Osuna, Victor Lee, Chris Lemons, Emily J. Levine, Prashant Loyalka, Jelena Obradović, David Rogosa, Jonathan Rosa, Maria Araceli Ruiz-Primo, Rebecca Silverman

Assistant Professors:  Benjamin Domingue, Nick Haber, Michael Hines, Sarah R. Levine, Ramón Antonio Martinez, Alvin Pearman, Farzana Saleem, Jason Yeatman

Associate Professors (Teaching):  Peter Williamson, Christine Min Wotipka

Associate Professor (Research) : Janet Carlson

Assistant Professor (Research):  Shima Salehi, Hariharan Subramonyam

Courtesy Professors:  Jeremy Bailenson, Richard Banks, Emma Brunskill, Lisa Chamberlain, Carol Dweck, Eric Hanushek, John C. Mitchell, Terry Moe, Brad Osgood, Christopher Piech, Byron Reeves, Robert Reich, Brian Wandell, Caroline Winterer

Courtesy Professor (Teaching) : Don Barr, Shashank Joshi, William Koski

Senior Lecturers:  Karin Forssell, Gay Hoagland, Denise Pope, Ann Porteus, Jennifer Wolf

Graduate Advising

Doctoral advising.

These advising norms started with students entering Autumn 2019.

·         A team advising approach allows students to develop working relationships with a greater diversity of faculty members.

·         The adoption of team advising creates a distribution of work paired with a dynamic distribution of intellectual expertise.

·         The explicit framing of advising expectations and norms supports students and faculty in finding common ground and shared expectations.

·         Students and their academic advisors are expected to meet a minimum of two meetings per quarter.

·         Students and their support advisors are expected to meet a minimum of one time per quarter.

Advising Structure

First-year Advising Teams

In the first year, students work with an advising team. The lead advisor, a support advisor, and a student mentor serve the role of assisting students in their matriculation into graduate study. Students meet with lead advisors a minimum of twice per quarter, and with support advisors a minimum of once per quarter.

Ph.D. Advising Teams

After year one, students select their advising team. The primary advisor is expected to serve the role of the primary academic mentor for the student. The secondary advisor(s) support students as they progress through their second to fifth year academic milestones. The primary advisor and student are expected to meet twice per quarter. The secondary advisor(s) are expected to meet a minimum of once per quarter. Members of the first-year advising team do not have to be the same as those for the Ph.D. advising team. It is not unusual for students to switch to different advisors.

Advising Guidelines

In an effort to provide students with a high standard of academic advising support, advisors and students work to build a shared expectation of best advising practices. The goal is to establish clearly communicated pathways between students and their faculty advisors.

Faculty advisors are expected to:

Provide intellectual guidance:

·         help students develop academic and professional skills expected by the discipline;

·         guide students to design research experiences that build on their interests;

·         encourage collaboration, where appropriate, that entails the sharing of authorship or rights to intellectual property developed in research or other creative or artistic activity;

·         encourage students to be open about any problems in their work relationships, including with an advisor, and actively help to resolve those problems;

·         be aware of and direct students to University resources to support students;

·         provide students with timely, regular, and constructive feedback on academic products.

Assist students with knowledge of Stanford and GSE policies and practices:

·         familiarize themselves with relevant policies; consult with the Student Handbook and Academic Services Office;

·         review students’ graduate study program and help students with course selection;

·         help students understand the degree program’s requirements and make timely progress to degree;

·         discuss authorship policy in advance of entering into collaborative projects.

Demonstrate care for student wellness:

·         check-in with student to see how they are experiencing the program;

·         create space for students to share challenges;

·         refer students to campus resources as needed.

Assist students in preparation for the job market:

·         when possible, discuss the norms and expectations of the academic field students are entering;

·         assist students in preparation of research presented at conferences and in professional publications;

·         guide students in acquiring the professional skills necessary for conducting high quality research;

·         refer students to the EdCareers Office for career exploration and coaching.

Demonstrate professional academic behavior:

·         maintain timely communication with advisees;

·         set and consistently honor professional commitment and meetings in a timely manner;

·         facilitate graduate students’ timely academic progress toward degree completion;

·         model appropriate interaction with students, staff, and faculty.

Students are expected to:

Understand scope of faculty advisors’ role.

·         recognize that advisors provide the intellectual environment in which students learn and conduct research;

·         understand that faculty advisors are responsible for monitoring the accuracy, validity, and integrity of the students’ academic work, and, in the case of research, ensuring that the contributions of all participants are properly acknowledged in publications;

·         respect the time constraints and other demands on faculty members and staff;

·         publish results of work done under the advisors’ direction and/or in the advisors’ studio or laboratory only after consultation with advisors;

·         arrange meetings or communicate via other mechanisms with faculty advisors as often as necessary to keep the advisors informed of any factors that might affect their academic progress, including research or time to degree.

Be responsible for understanding and adhering to policies, requirements, and practices governing their degree and course requirements, financial support, and research activities.

·         consult University and school policies and handbooks for students;

·         fulfill the expectations of policies and requirements, seeking clarification from faculty advisors and staff when necessary.

Exercise high professional standards.

·         observe and adhere to the University's policies on academic integrity, professional conduct, and the responsible conduct of research;

·         acknowledge the contributions of faculty advisors and other members of the research team to students’ work in all publications and conference presentations;

·         acknowledge sources of financial support;

·         maintain the confidentiality of the faculty advisors' professional activities, including research, creation of original works and other creative endeavors, in accordance with existing practices and policies of the discipline;

·         informing faculty advisors of conflicts, and work towards a clear resolution;

·         interact with students, staff, and faculty colleagues in a professional manner to create a respectful work environment.

Education Data Science (EDS) Advising

Providing assistance and accountability will help students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement. 

Expectations

Meet Regularly

·         Year one

o    Every student meets with the EDS Program Director once by the end of the third week of Autumn quarter.

o    Minimum of one meeting per quarter with the EDS Program Director

o    Minimum of one meeting in Spring quarter with the faculty advisor

·         Year two

o    Every student meets with the EDS Program Director once in September before Autumn quarter starts

o    Minimum of three meetings per quarter (one with MS Program Director, faculty advisor, and teaching assistant (TA))

·         Additional meetings may be requested as needed.

Accountability Structure

·         Students initiate the scheduling of meetings via email or on calendly.

·         For those who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With EDS Program Director

·          Autumn I:

1.      The advising and meeting structure

2.      Goals and expectations for your time in the EDS program

3.      Course selection and other opportunities to develop that expertise and experience

4.      Internship goals and options

5.      People and places to connect with

·         Winter I:

1.      Capstone Project: Potential topics, readings, and data sources

2.      Internship goals and options

3.      Course selection and other opportunities to develop expertise and experience

4.      Conference(s) identification

·         Spring:

1.      Capstone Project: Pre-proposal

2.      Course selection and other opportunities to develop expertise and experience

3.      Conference(s) preparation

4.      Building professional network

5.      Internship selection

·         Summer:

1.      First year reflection

2.      Capstone Project: Proposal

3.      Internship experiences

·         Fall II:

1.      Capstone Project: Preliminary findings

3.      Building professional network

·         Winter II:

1.      Capstone Project: Draft report

2.      Reflection on program and next steps post-graduation

3.      Ways to stay connected with the EDS community

With Faculty Advisor

·          Autumn 1:

1.      Course selection and other opportunities to develop that expertise and experience

2.      People and places to connect with

·         Winter 1:

3.      Conference(s) identification

·         Summer

1.      Capstone Project: Proposal

·         Fall 2

·         Winter 2

2.      Next steps post-graduation

With Program Assistant

1.      How to make the most of the Stanford experience

2.      Course selection and other opportunities to develop that expertise and experience

3.      People and places to connect with

4.      Doctoral students to connect with

2.      First year reflection

International Comparative Education/International Education Policy Analysis (ICE/IEPA) Advising

Providing assistance and accountability helps students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement.

Meeting Regularity

·         Every student meets with the Master’s (MA) Program Director once by the end of week two of Autumn Quarter.

·         A minimum of 3 office hours meetings per quarter (one with the MA Program Director, faculty advisor, and teaching assistant (TA); more are required of those collecting their own data for the MA Paper.

·         Students are expected to initiate the scheduling of the meetings via email.

·         For faculty who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

With MA Director

·         Autumn:

1.      What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

3.      Short- and long-term goals and plans (e.g., career, graduate studies)

4.      MA Paper (topic ideas, readings, theories, data sources, etc.)

·         Winter:

1.      MA Paper (feedback on pre-proposal; data and methods; readings and theories, etc.)

2.      Preparing for CIES annual conference

1.      MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

3.      Help thinking through post-grad plans; building professional network

1.      MA Paper (feedback on drafts; deciding next steps, e.g., publishing)

2.      Help thinking through post-grad plans

1.      MA Paper (feedback on pre-proposal; data and methods; more readings and theories, etc.)

1.      MA Paper (feedback on drafts;  deciding next steps, e.g., publishing)

With Teaching Assistant(s)

Learning Design and Technology (LDT) Advising

Providing assistance and accountability will help students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement.

·         Every student meets with the LDT Program Director once by the end of the third week of Autumn quarter.

·         Minimum of one meeting per quarter each with the LDT Program Director, faculty advisor, and each of the LDT program assistants.

·         Student initiates the scheduling of the meetings via email or on youcanbook.me.

·         For those advisors who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

With LDT Program Director

1.      Discuss the advising and meeting structure

2.      What do you want to get out of this program?

4.      Preliminary thoughts about an internship

1.      How to identify a useful internship?

2.      Discuss LDT Project development: Who needs to learn what, and why is this important? How might we use technology to help?

3.      What scholarship can be useful in informing the development of your LDT project?

4.      Course selection and other opportunities to develop expertise and experience

1.      Discuss LDT Project development: How can you build and test your ideas?

3.      Help thinking through post-grad plans

4.      How to build your professional network

1.      Feedback on draft presentation & report for LDT project

2.      Reflection on year and next steps

3.      Ways to stay connected with the LDT community

1.      Discuss the advising and meeting structure. When do we meet? How often do we meet and what are the expected outcomes?

2.      What expertise do you want to develop?

3.      How do you get specific expertise?

1.      How can you develop a greater understanding of the field(s) you’re interested in?

1.      Feedback on written LDT project proposal

2.      Discuss LDT Project development: How can you leverage scholarship to inform your designs? How can you test the efficacy of your prototypes?

3.      Sign off on project/paper

With Program Assistants

1.      Preliminary thoughts about “Learning Problems”: What problems interest the advisee?

2.      How to connect with experts and learners?

3.      Course selection and other opportunities to learn

4.      How to make the most of the Stanford experience

1.      How can you develop a greater understanding of a particular issue?

2.      What scholarship can be useful in informing the development of your LDT project?

3.      How can you connect with doctoral students around your project and interests?

4.      How do Stanford students manage stress?

3.      Opportunities to develop expertise and experience

4.      Help connecting with the alumni network

Policy, Organization, and Leadership Studies (POLS) Advising

POLS advisors serve two primary purposes: to assist students in designing their program of study and to offer counsel at students’ request as students navigate their POLS graduate school experience. All POLS students are advised by both the POLS Program Director and a GSE faculty member.

·         Every student meets with the POLS Program Director and also with a GSE faculty member. The selection of the faculty advisor is made at the start of the autumn quarter with input from each POLS student.

·         Students are encouraged to meet with their advisors once each quarter.

·         Students should come to advising meetings prepared with questions and/or topics they would like to discuss.

·         Students are expected to initiate the scheduling of advisory meetings.

·         The POLS Faculty and Program Advisors will respond promptly to identify and schedule a mutually agreeable time to meet.

1.      Discuss the advising relationship and structure: Purpose, opportunity, and student’s goals.

2.      What knowledge, skills, and expertise does the student want to develop?

3.      What sequence of courses (content and methodological) and graduate school experiences (e.g., POLS field project) might contribute to the student’s goals?

4.      How do I make the most of my Stanford experience?

1.      Check-in on winter and spring course selection. Is there a particular topic/area where the student would like to deepen or expand his/her knowledge/understanding?

2.      See how program experience is going? Have student goals changed?

3.      What are the student’s aims for his/her participation in the field project? How is the project going?

1.      Check-in on spring course selection.

2.      How will the POLS field project wrap-up? What is the student learning?

3.      What are the student’s plans for after graduation? What, if any, council would the student like?

Stanford Teacher Education Program (STEP) Advising

Providing assistance and accountability helps students and advisors hold similar expectations about the outcomes, intentions, and organization of the advising relationship and advisee meetings. Having a system of collective accountability supports overall support and engagement.

Advising Norms

Provide Intellectual Guidance

·         Help students develop academic and professional skills expected by their discipline and the profession.

·         Encourage collaboration and collegial relationships.

·         Encourage students to be open about any problems in their work relationships, including with an advisor, and actively help to resolve those problems.

·         Be aware of and direct students to University resources to support students.

Assist students with knowledge of Stanford and GSE policies and practices

·         Be familiar with relevant policies; consult with the Student Handbook and Academic Services Office.

·         Review students’ graduate study program and help students with course selection.

·         Help students understand the degree program’s requirements and timely progress to degree.

Demonstrate care for student wellness

·         Check-in with student to see how they are experiencing the program.

·         Create space for students to share challenges.

·         Refer students to campus resources as needed.

Assist students in preparation for the job market

·         Discuss the norms and expectations of the field students are entering.

·         Guide students in acquiring the professional skills necessary for expert teaching practice.

Demonstrate professional academic behavior

·         Maintain timely communication with advisees.

·         Set and consistently honor professional commitment and meetings in a timely manner.

·         Support students’ progress toward the degree and toward employment.

·         Model appropriate interaction with students, staff, and faculty.

Advising in STEP is structured through a combination of individual meetings with the faculty directors and support provided through the program’s supervisory system.

Advising meetings

·         Every student meets with the STEP Assistant Director once by the middle of Autumn Quarter. Students schedule their individual meetings using a sign-up sheet in Google Docs.

·         Additional advising meetings are scheduled, as needed, during the Assistant Directors’ office hours or by appointment.

Supervisory system

·         Every student has one to two cooperating teachers and a University supervisor; together they provide ongoing support for the student’s development as well as provide information to the faculty directors regarding each student’s progress.

·         Students work with their cooperating teachers in the field every day for approximately four hours.

·         Students are observed by- and receive feedback from- their University supervisors at least three times each quarter. Students meet with their supervisors in small groups for an hour each week.

·         Both cooperating teachers and supervisors provide the faculty directors with feedback about each student’s progress each quarter on the Quarterly Assessment.

Graduate School of Education

Main navigation.

The  Graduate School of Education (GSE)  enrolls about 400 graduate students and is preparing the next generation of education scholars, policymakers, entrepreneurs, executives and school leaders. The GSE’s 56 faculty draw from a variety of disciplines to produce scholarship that shapes teaching and learning worldwide; they translate research into practice through partnerships with schools, nonprofits, and governments. The GSE offers the Doctor of Philosophy, Master of Arts and Master of Arts with teaching credential, Master of Science, as well as three joint degrees in public policy, law and business. It also offers an undergraduate program.

The Graduate School of Education offers seven Masters and 21 doctoral programs. Applications for MA degrees are due in early January. PhD applications are typically due in early December.

Yesenia Ayala

Erika Bullock

Marlee Burns

Sarahi Espinoza Salamanca

Khalil Fuller

Akshatha Kamath

Khushi Malde

Rizwaan Malik

Geraldine Mukumbi

Briana Mullen

Tom Nachtigal

Liam Rahman

Mansoor Rathore

Gabriel Reyes

Takondwa Priscilla Semphere

Shyheim Snead

Kavindya Thennakoon

Aditya Vishwanath

Darion Wallace

Welcome to Graduate Admissions

Learn about university-wide admission requirements and processes for MA, MS, PhD, and other non-professional graduate programs.

Your Starting Point for Graduate Study at Stanford

Browse this website to learn about university-wide requirements and processes for admission to MA, MS, PhD, and other non-professional graduate programs in the following Stanford schools:

Graduate School of Education | School of Engineering | School of Humanities & Sciences | School of Medicine | Doerr School of Sustainability

Explore Graduate Programs

Applying to a Professional School?

The professional schools have separate admissions offices and applications. Visit their websites below for information about applying to their graduate programs.

• Graduate School of Business: MBA | MSx | PhD
• School of Law: JD | Advanced Degrees
• School of Medicine: MD | MS in Physician Assistant Studies

Why Stanford?

Consider joining Stanford’s globally diverse graduate community of 9,300 students.

• Watch Playlist: The Stanford Grad Experience and Advice to Prospective Students
• Visit Stanford’s Seven Schools
• See How Diversity Works at Stanford
• Fund Your Graduate Study
• Explore Campus Resources
• Pursue Leadership Development and Funding with Knight-Hennessy Scholars

Graduate School of Education

At the forefront of shaping education policy and practice, the Graduate School of Education offers master’s and doctoral programs dedicated to producing top educational researchers, teachers and leaders.

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Neuroscience Initiative Research Coordinator

The Stanford Educational Neuroscience Initiative (SENSI) seeks a full-time Research Coordinator to support ongoing research projects examining the...

May 10, 2024 Post Date

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Data Management Specialist

The Stanford University Graduate School of Education (GSE) is seeking a full-time Data Management Specialist to work with the GSE Information...

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Master's Fellowship Coordinator

The Stanford Center on Early Childhood, an initiative of the Stanford Accelerator for Learning, seeks a full time Senior Coordinator to join our team....

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Research Project Manager

The Stanford University Graduate School of Education (GSE) is a top-ranked school of education, known for its prestigious faculty, rigorous graduate...

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Rapid Online Assessment of Reading Research Coordinator

Who We Are: The Brain Development & Education Lab focuses on understanding the interplay between brain development and learning. We are highly...

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103087 Requisition #

Event & Special Programs Manager

The Stanford Accelerator for Learning seeks a full-time highly skilled and motivated Event & Special Programs Manager to join our efforts in...

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Community Program Manager

The Stanford Center on Early Childhood, an initiative of the Stanford Accelerator for Learning, seeks a full time Community Program Manager to join...

103011 Requisition #

Policy Analyst: Quantitative

Who We Are: The Stanford University Graduate School of Education (GSE) is a top-ranked school of education, known for its prestigious faculty,...

Apr 16, 2024 Post Date

100109 Requisition #

Global Impact We believe in having a global impact

Climate and sustainability.

Stanford's deep commitment to sustainability practices has earned us a Platinum rating and inspired a new school aimed at tackling climate change.

Medical Innovations

Stanford's Innovative Medicines Accelerator is currently focused entirely on helping faculty generate and test new medicines that can slow the spread of COVID-19.

From Google and PayPal to Netflix and Snapchat, Stanford has housed some of the most celebrated innovations in Silicon Valley.

Advancing Education

Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

Working Here We believe you matter as much as the work

I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

School of Engineering

I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

Phillip Cheng

Office of the Vice Provost for Student Affairs

Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

Denisha Clark

School of Medicine

I like working in a place where ideas matter. Working at Stanford means being part of a vibrant, international culture in addition to getting to do meaningful work.

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Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

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Learn to make. Make to learn.

The Graduate School of Education (GSE) Makery offers equipment and support to the entire Stanford campus, fostering a community of hands-on learning that transcends disciplinary boundaries. We encourage members from all corners of the university to collaborate and innovate with the goal of improving lives through learning.

Opportunities for everyone, no experience required

We challenge  students to think deeply about how and what  they learn when creating with tangible and digital tools.

We  create opportunities for faculty  to extend students’ knowledge through hands-on lessons.

We  empower all GSE & Stanford community members  to learn to make their ideas tangible and design tools for learning.

Along the way we  explore what is possible  in a makerspace, within the context of the premier Stanford Graduate School of Education.

Learn more about the space

School makerspaces: Beyond the hype

Maker Voices: Abigail

Maker Voices: Em

The Makery is located on the first floor of the Center for Educational Research at Stanford (CERAS) at Room 102, 520 Galvez Mall, Stanford, CA.

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View this profile on Instagram @ gsemakery • Instagram photos and videos

The GSE Makery is open to the Stanford community during the academic term. For open hours and scheduled events, see the calendar below.

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Graduate School of Education

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Cody Jonathan Abbey

Ph.d. student in education, admitted autumn 2022 ph.d. student in education, admitted autumn 2022.

• Contact Info Mail Code: 3096 [email protected]

Sadio Mohamed Abdi

Student employee, obradvic program undergraduate, psychology.

• Contact Info Mail Code: 3084

Khaulat Abdulhakeem

Masters student in education, admitted autumn 2023 stanford student employee, digital education.

• Contact Info Mail Code: 3096 [email protected]

Meheret Abebe

Student employee, gse dean's office undergraduate, graduate school of education undergraduate, symbolic systems.

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Nallely Beulah Aceves

Ph.d. student in education, admitted autumn 2023.

• Contact Info Mail Code: 3096 [email protected]

Shirley Adubofour

Master of arts student in education, admitted autumn 2023.

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Megha Agarwal

Mba, expected graduation 2025 master of arts student in education, admitted winter 2024.

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Gladys Aguilar

Postdoctoral scholar, education.

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Tiffany Lauren Ah Tye

Event & event marketing manager, gse external relations.

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Neida Basheer Ahmad

Ph.d. student in education, admitted autumn 2018 other tech - graduate, gse dean's office other tech - graduate, vpo pgp operations.

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Graduate School of Education

Main navigation, renovation & new building.

The vision for the proposed Graduate School of Education (GSE) Renovation and New Building project is to create an identifiable campus, which reflects Stanford’s commitment to education and establish a stronger GSE identity. The project aims to construct a new “heart” of the school, establish a vibrant community, provide state-of-the-art facilities and classrooms that support research, teaching and experimentation, and provide for community and convening spaces to increase outreach to educators, researchers, policy makers and entrepreneurs.

Located adjacent to Meyer Green, the project would renovate the existing GSE building, and expand and densify the adjacent Barnum Center utilizing architectural design complementing the surrounding neighborhood. Existing spaces will be redesigned and reconfigured for more efficient use of space. An Educational Forum will serve as the vibrant hub of the GSE and will support social interaction and convening for various events. Special attention will be paid to the future long-range regional plan of densification, landscape, and historical context to maintain the park-like atmosphere of the region.

Project Data

Department/School:   School of Education Architect:   CAW Architects, Inc. Contractor:   McCarthy Building Companies, Inc. Gross Square Feet:   42,700 (New construction), 97,547 (Renovation) Construction Schedule:   Winter 2022 - Spring 2025 Construction Hours:   7am - 5pm Project Contact:   Michael J. Mithen

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During Stanford University’s 131st Commencement Ceremony on June 12, 2022, Stanford alum and Netflix co-founder and co-CEO Reed Hastings reminded graduates of the power of inventions and stories. “One is about harnessing the natural world; the other is about harnessing the human spirit,” said Hastings, who was unable to attend in person and provided remarks via a recorded video. Hastings urged graduates to focus on inventing solutions to one challenge in particular – climate change – and to devise new stories for a modern world, ones that encourage compassion between people and help prevent war.

This year’s Commencement weekend also featured a ceremony to recognize the Class of 2020, whose in-person Commencement ceremony was delayed due to pandemic-related restrictions. Around 2,600 alums from the Class of 2020 reunited at Stanford Stadium on June 11, where they heard France A. Córdova, an astrophysicist and a former leader of major universities and government agencies, reflect on how her career path pivoted from literature to physics and then to outer space. She encouraged graduates to look out for the unexpected possibilities that emerge in life’s path.

“Keep your eyes open for side streets and bike lanes,” Córdova said. “You may end up on an even more incredible journey than you had foreseen if you remain open to possibilities in unlikely places.”

Go to the web site to view the video.

Class of 2022 Commencement highlights: Alum Reed Hastings, co-founder of Netflix, encouraged graduates to harness the power of inventions and stories to drive societal change.

Class of 2020 Commencement highlights: France A. Córdova, an astrophysicist and leader in higher education and government, encouraged graduates to remain open to possibilities in unlikely places at the Class of 2020 Commencement ceremony.

Full-length videos of the 2022 Commencement ceremonies are available on the Stanford YouTube channel:

• Watch the ceremony for 2022 graduates
• Watch the ceremony for 2020 graduates

Reed Hastings urges Class of 2022 to harness the power of inventions and stories

Reed Hastings, Stanford alum and co-founder of Netflix, encouraged graduates to harness the power of inventions and stories to drive societal change.

Stanford Class of 2022 Commencement address by Reed Hastings

Reed Hastings, co-founder of Netflix, delivered the address to the Stanford Class of 2020 on June 12, 2022.

Real life is not somewhere else, it’s inside of you, France A. Córdova tells the Class of 2020

France A. Córdova, an astrophysicist and leader in higher education and government, encouraged graduates to remain open to possibilities in unlikely places at the Class of 2020 Commencement ceremony.

Stanford Class of 2020 Commencement address by France Córdova

France Córdova, president of the Science Philanthropy Alliance, delivered the address at the pandemic-delayed ceremony for the Stanford Class of 2020 on June 11, 2022.

Stanford’s 2020 & 2022 Commencement Wacky Walks

No Stanford Commencement would be complete without the “Wacky Walk,” the university's nontraditional tradition where graduating seniors parade in homemade costumes that range from the satirical to the sublime to sometimes silly.

Stanford classes of ’20 and ’22 gather for Baccalaureate ceremonies

This year’s two Baccalaureate speakers called on graduates to see the interconnectedness of the world and to diversify their lives in the face of adversity.

Commencement Weekend 2022 in photos

Commencement Weekend was a double celebration for the graduating classes of 2020 and 2022, with an estimated 23,000 family, friends, and grads gathering on the Farm to mark the occasion. Photographer Don Feria captured the highlights.

2022 Cuthbertson, Dinkelspiel, and Gores awards

The awards recognize Stanford faculty, students, and staff for their exceptional contributions to the university. The winners are honored at Commencement.

Medical school graduates celebrate in person for first time in three years

Doctoral, medical and physician assistant students hear messages of hope and compassion as they celebrate graduation.

Celebrating a transformative time in learning

Graduates were encouraged to play a part in solving challenges in education, as the Graduate School of Education held an in-person ceremony for three class years.

Graduates urged to stay engaged, remain hopeful, keep learning

More than any class before, the 2022 graduates of the School of Earth, Energy & Environmental Sciences are prepared to navigate uncertainties in the pursuit of a life that brings happiness and meaning, according to Dean Stephan Graham.

Stanford Law celebrates Class of 2022, reunites classes of 2020 and 2021

On June 11, 288 graduating Stanford Law School students celebrated their accomplishments and each other in an outdoor tent covering the lawns in front of the law school’s Canfield Courtyard.

‘Disrupt stereotypes,’ and be ready to serve, speakers tell GSB graduates

In dual ceremonies honoring graduates from the classes of 2020 and 2022, speakers at commencement exercises for Stanford GSB urged graduates to lean into the lessons provided by the pandemic and push through toward new challenges.

Undergrads earn graduation awards, national honors

Undergraduates have earned national and university awards recognizing academic, research, and writing excellence. Graduation honors include departmental awards; national and university awards; Golden, Firestone, and Kennedy Thesis awards; and undergraduate honors society notations.

In the Spotlight: Outstanding graduates of the Class of 2022

In art and science, absorbing the vastness of the human experience.

Helena Zhang graduates with a bachelor’s degree in human biology and a minor in art history. After a year serving the community as a Haas Center Community Impact Fellow, she plans to pursue a career as a doctor.

Seeing sustainability’s bigger picture

Adam Nayak, winner of the 2022 J.E. Wallace Sterling Award for outstanding leadership and service, graduates with a bachelor’s degree in civil and environmental engineering and a minor in comparative studies in race and ethnicity. He plans to complete a degree in management science and engineering next year, then pursue a PhD with a sustainability and social impact focus.

A passion for international understanding

In her first quarter at Stanford, Maya Guzdar decided to sign up for a Mandarin Chinese class. After graduating, she’ll begin a master’s program in Beijing.

Building communities centered on care and learning

Alex Bradfield, who grew up in Louisville, Colorado, graduates with a bachelor’s degree in bioengineering and a minor in education. After working at Stanford Sierra Camp this summer, he plans to pursue a career in STEM, and later, become a high school teacher.

Aiming for space, with eyes on a more inclusive home planet

Mary Cooper, who grew up in a military family, graduates with a bachelor’s degree in aerospace engineering and computer science. After a summer working at SpaceX and a semester of study at Oxford, she’ll return to earn a master’s degree in aeronautical and astronautical engineering.

Stepping out of his comfort zone and into the world of dance

Gaurab Banerjee, a leader in Stanford’s social dance community and a member of the Axe Committee, graduates with bachelor’s and master’s degrees in computer science. He plans to work in the artificial intelligence industry and later in community development.

THE 10 BEST Restaurants in Elektrostal

Restaurants in elektrostal, establishment type, traveler rating, dietary restrictions, restaurant features.

• Amsterdam Moments
• Beer Club Tolsty Medved
• Restaurant Globus
• Cafe Antresole
• Fabrika Obedov
• Prima Bolshogo
• Coffee Shop Usy Teodora Glagoleva

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia

City coordinates

Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia