Support independent, student-run journalism.

Your support helps give staff members from all backgrounds the opportunity to conduct meaningful reporting on important issues at Stanford. All contributions are tax-deductible.

A clarification of Common Core misconceptions

In recent years, polemical critics on both sides have obscured the legitimate issues surrounding the Common Core. Rather than promote rational dialogue, they have caricaturized the issue, depicting the standards as confusing, developmentally inappropriate, and tyrannical on one hand and as near-flawless, research-based brilliance on the other.

Why I worry about ed tech

Before we push technology into every domain of children’s educational lives, we must develop a more robust research base on the effects such technology might have on student learning. Moreover, we must also consider the opportunity cost of education technology.

Obama’s community college proposal: Too early to judge

At first glance, it sounds misanthropic to criticize President Obama’s new community college plan. How could one possibly criticize a program whose goal is to make community college – a gateway to secure, middle class jobs – free for everyone? However, the implications of Obama’s proposal aren’t as clear as they initially seem. Although the plan is undoubtedly good politics, it is too early to tell if it is also good policy.

Why newspapers should not have columnists

The world might be a better place if newspaper columns didn’t exist. Same with news channel and talk radio punditry. The problem with each of these media is the same: they distract from genuine factual reporting while making overblown claims to legitimacy and credibility. In the process, they misinform more than they inform.

College students: Force Teach for America to narrow its scope

Until that day comes, though, say no to TFA, or apply only on the condition that you are placed in a school truly desperate for staff. Only by standing their ground can college students force the organization to change for the better. Low-income school districts don’t need under-qualified graduates to serve and then leave. They need well-trained teachers who are in the profession to stay.