We asked SOM’s Paul Goldsmith-Pinkham, whose current work focuses on assessing the costs and benefits of debtor protection policies and understanding the role that consumer debt plays in the macroeconomy, to put President Biden’s decision to forgive student debt in context.
Despite challenges like the scorched-earth debates on curricula, Caitlin Sullivan ’13, co-founder of Leading Now, sees superintendents as uniquely positioned to cross lines of difference and find common ground.
Some families going through the school placement process overestimate their chances of getting into their top choices, and fail to match at any school as a result. Warnings about the placement odds at top schools can dramatically reduce non-placements.
William Hite, Philadelphia’s superintendent of schools, describes how the system sought to create an inclusive process for rooting racism out of its structures.
A study co-authored by Yale SOM’s Seth Zimmerman, drawing on a trove of archival student records, suggests that membership in exclusive clubs propelled students from the top prep schools to higher incomes, while good grades did little to lift other students into the top-earning tier.
In 2011, legislation in Wisconsin reduced the power of unions to negotiate teachers’ salaries. Within five years, male teachers started earning more than women did.
This week, students in the Hartford Public Schools, one of the largest districts in Connecticut, returned to the classroom for the first time since March. We talked to Superintendent Leslie Torres-Rodriguez about the challenges she has faced and the possibility of lasting change.
Demi Knight Clark, founder of She Built This City, describes how she remade a nonprofit that teaches hands-on buildings skills for a world forced to go virtual.
School finance reforms that equalize spending across rich and poor neighborhoods improve the long-term economic outcomes of disadvantaged children.
Louise Dubé ’88 of the nonprofit iCivics argues that engagement in civic life requires skills that many schools no longer teach.
A conversation with Professor Neil Lewis Jr., Assistant Professor of Communications and Psychology at Cornell University.