ED-MS - Education (MS)

Program overview.

Coterminal Master’s Program in Education

The Graduate School of Education admits a limited number of students from undergraduate departments within the university into a coterminal master’s program. For information about the coterminal option through the Stanford Teacher Education Program (STEP), see the details under STEP . Students in a coterminal program receive a bachelor’s degree in their undergraduate major and a master’s degree in Education. Approval of the student’s undergraduate department and admission to the Graduate School of Education’s master’s program are required. Undergraduates may apply after completing at least 120 units toward graduation (UTG). The number of units required for the MA degree depends on the program requirements; see the Master’s Handbook for additional information.

Applicants may learn more about the GSE’s coterminal application process from the Graduate School of Education’s website. All coterm programs accept online applications. Information regarding university rules about application and eligibility for coterm admission can be found on the Registrar’s Office website .

University Coterminal Requirements

Coterminal master’s degree candidates are expected to complete all master’s degree requirements as described in this Bulletin. Coterminal Master's Degrees describes university requirements for the coterminal master’s degree. Graduate Degrees describes university requirements for the master’s degree.

After accepting admission to this coterminal master’s degree program, students may request a transfer of courses from the undergraduate to the graduate career to satisfy the requirements for the master’s degree. Transferring courses to the graduate career requires review and approval of both the undergraduate and graduate programs on a case-by-case basis.

In this master’s program, courses taken three quarters before the first graduate quarter or later are eligible for consideration for transfer to the graduate career. No courses taken before the first quarter of the sophomore year may be used to meet master’s degree requirements.

Course transfers are not possible after the bachelor’s degree has been conferred.

The university requires that the graduate advisor be assigned in the student’s first graduate quarter even though the undergraduate career may still be open. The university also requires that the Master’s Degree Program Proposal be completed by the student and approved by the department by the end of the student’s first graduate quarter.

Master of Arts and Master of Science Degrees in Education

The Graduate School of Education offers Master of Arts degrees in the following specializations:

●     Curriculum and Teacher Education (CTE) (This is not a credentialing program; see STEP below.)

●     International Comparative Education (ICE)

●     International Education Policy Analysis (IEPA)

●     Joint Degree with Graduate School of Business (MA/MBA)

●     Joint Degree with Law School (MA/JD)

●     Joint Degree with Public Policy Program (MA/MPP)

●     Policy, Organization, and Leadership Studies (POLS)

The Graduate School of Education offers Master of Science degrees in the following specializations:

●     Education Data Science (EDS)

●     Learning, Design, and Technology (LDT)

In addition, an MA degree with a teaching credential is offered in the Stanford Teacher Education Program.

Stanford Teacher Education Program (STEP)

STEP is a 12-month, full-time program leading to a Master of Arts and a preliminary California teaching credential. STEP offers a Master of Arts in Education that prepares program graduates for careers as teachers in single or multiple-subject classrooms. STEP Elementary prepares students to become teachers in multiple-subject classrooms. STEP Secondary prepares students to become teachers of English, World Languages (French, Mandarin, Spanish), Mathematics, Science (biology, chemistry, earth science, physics), and History/Social Science. STEP seeks to prepare and support teacher candidates to work with diverse learners to achieve high intellectual, academic, and social standards by creating equitable and successful schools and classrooms.

The 12-month STEP year begins in June with a summer quarter of intensive academic preparation and placement in a local summer school. During the academic year, students continue their coursework and begin year-long field placements under the guidance of expert teachers in local schools. The Master of Arts and teaching credential require a minimum of 45 quarter units, taken during four quarters of continuous residency.

Stanford undergraduates who enroll in STEP through the coterminal program must complete their undergraduate coursework and have their bachelor’s degree conferred before beginning the STEP year. Coterminal STEP students graduate with a Master of Arts in Education and a recommendation for a preliminary California teaching credential.

Applicants to STEP Elementary are required to meet the basic skills requirement by one of the following methods: pass the California Basic Educational Skills Test (CBEST), an approved out-of-state basic skills exam, the CSET: Writing Skills, and achieve qualifying scores on the SAT, ACT or AP examinations, or undergraduate coursework. Applicants must also pass the California Multiple Subject Examination for Teachers (CSET) and the Reading Instruction Competence Assessment Test (RICA).

Applicants to STEP Secondary must meet the basic skills requirement by one of the following methods: pass the California Basic Educational Skills Test (CBEST), an approved out-of-state basic skills exam, and achieve qualifying scores on the SAT, ACT or AP examinations, or undergraduate coursework. Additionally, applicants must demonstrate subject matter competence in one of two ways:

1.      by passing the California Subject Examination for Teachers (CSET) in their content area; or

2.      by completing a California state-approved subject matter preparation program.

The GRE is not required for STEP external or coterminal applicants.

The Stanford Teacher Education Program website provides further information regarding admission requirements, coursework, and credential requirements,

Knight-Hennessy Scholars

Graduate School of Education

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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.

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The MA Education/MBA joint degree program with Stanford Graduate School of Education is designed for individuals with a wide variety of interests in education:

Education data science

Global education

Education technology

Policy, organization, and leadership studies

Degree Requirements

*Dependent upon the number of cross-listed courses taken.

In this program, you will spend most of your first year taking MBA courses, and a mix of business and education courses thereafter. You have the flexibility to take a variety of electives at both schools. 

Applying for the MA/MBA

You may apply in any round for this joint degree program.

We will forward your application and personal statement to the Stanford Graduate School of Education (GSE). You do not need to apply separately to the GSE. The GSE will accept either the GMAT or GRE for the MA Education/MBA joint degree program. If you are admitted to the MBA program, you will receive notification of your GSE decision at the same time as your MBA admission.

As an alternative, you may apply to the MA Education/MBA program during autumn quarter of your first year of the MBA program.

If you are applying for deferred enrollment , you may apply to this joint degree program during your first year of the MBA program.

If you are not admitted to the MBA program, it is not possible to enroll solely in the MA Education.

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Explore Graduate Programs

Statistics & Data Science MS Overview

Program overview.

The M.S. in Statistics and Data Science are terminal degree programs that are designed to prepare individuals for career placement following degree completion. The M.S. does not directly lead to admission to the Statistics Ph.D. program however, those with a strong academic record in statistics and probability theory, and demonstrate promising ability to conduct in-depth research should consider applying to the doctoral program in Statistics.

  • Advanced graduate study pathways

Students are expected to live within commuting distance of Stanford campus to ensure significant engagement with the department and faculty. Students are not required to live on-campus (graduate housing), but many find it more conducive due to competitive rental market in neighboring cities and transportation logistics.

  • Residency Policy for Graduate Students
  • Campus housing (section on this page)

Department orientation for new Stats and DS students

Our mandatory New Student Orientation typically takes place on the Thursday before Autumn Quarter classes begin. I will offer an online meeting in August to explain enrollment and best practices.

University orientation events will be announced in September. These are hosted by the Graduate Life Office (GLO) and known by their acronym, NGSO. Students should plan to arrive on campus one to two weeks before the start of classes for the quarter.

Familiarize yourself with the Academic Calendar to anticipate pending deadlines throughout your time in the program.

2024-25 First Days of Classes and End of Terms

( These dates are subject to change at the discretion of the University.)

  • Winter break: December 16 – January 3
  • Spring break: March 24 – March 28
  • Spring 2024-25: March 31 and June 11
  • Summer 2024-25: June 23 and August 16

(updated Feb. 2024)

Length of the program

Students typically finish the degree program in 5 or 6 quarters (excluding summer). With a vast schedule of awesome courses offered during the year, the idea of staying longer is quite appealing to many, but one must weigh the cost of tuition and living expenses of enrolling beyond the degree's required 45 units. 

For those who can manage more than three courses each quarter, enrolling in 11+ units of required courses would allow a student to complete the degree in a shorter period of time (less cost of living/housing expenses).

We advise students to take 1-2 required courses each quarter and an elective course of interest in order to make satisfactory degree progress.

Suggested first quarter enrollment

First quarter enrollment example for the statistics ms:.

Probability spaces as models for phenomena with statistical regularity. Discrete spaces (binomial, hypergeometric, Poisson). Continuous spaces (normal, exponential) and densities. Random variables, expectation, independence, conditional probability. Introduction to the laws of large numbers and central limit theorem.

Prerequisites: Integral Calculus of Several Variables (Math 52) and familiarity with infinite series, or equivalent (4 units)

After taking Stats 118, the students should be able to:

  • Understand the principles of probability in discrete and continuous cases without measure theoretic detail.116Apply counting techniques to solve probability problems in spaces with regularity or symmetry.
  • Recognize important distributions in the exponential families and their connections.
  • Apply probability models to real-world situations, and recognize famous problems in disguise, like the Birthday problem, the Ballot problem, and the Matching problem.
  • Derive expectations and variances of random variables in structured probability spaces.
  • Exploit probabilistic symmetries to solve simple problems.
  • Understand results such as the Central Limit Theorem and Poisson approximation, and recognize their importance in statistical applications.
  • Gain familiarity with more advance topics in probability.

February 2024

Data mining is used to discover patterns and relationships in data. Emphasis is on large complex data sets such as those in very large databases or through web mining. Topics: decision trees, association rules, clustering, case-based methods, and data visualization.

Prerequisites: Introductory courses in statistics or probability (e.g., STATS 60 ), linear algebra (e.g.,  MATH 51 ), and computer programming (e.g.,  CS 105 ) (3 units)

After taking STATS 202 the students should be able to:

  • Understand the distinction between supervised and unsupervised learning and be able to identify appropriate tools to answer different research questions.
  • Become familiar with basic unsupervised procedures including clustering and principal components analysis.
  • Become familiar with the following regression and classification algorithms: linear regression, ridge regression, the lasso, logistic regression, linear discriminant analysis, K-nearest neighbors, splines, generalized additive models, tree-based methods, and support vector machines.
  • Gain a practical appreciation of the bias-variance tradeoff and apply model selection methods based on cross-validation and bootstrapping to a prediction challenge.
  • Analyse a real dataset of moderate size using either R or Python.
  • Develop the computational skills for data wrangling, collaboration, and reproducible research.
  • Be exposed to other topics in machine learning, such as missing data, prediction using time series and relational data, non-linear dimensionality reduction techniques, web-based data visualizations, anomaly detection, and representation learning.

Linear algebra for applications in science and engineering: orthogonality, projections, spectral theory for symmetric matrices, the singular value decomposition, the QR decomposition, least-squares, the condition number of a matrix, algorithms for solving linear systems. MATH 113 offers a more theoretical treatment of linear algebra. MATH 104 and ENGR 108 cover complementary topics in applied linear algebra. The focus of MATH 104 is on algorithms and concepts; the focus of ENGR 108 is on a few linear algebra concepts, and many applications.

Prerequisites: Intro linear algebra, multivariate calculus ( MATH 51 ) and programming experience on par with CS 106 . (3 units)

Learning objectives: Learn concepts and theorems well enough to formulate real world problems in the language of linear algebra and apply linear algebraic techniques to solve the problems.

First-quarter enrollment example for Stats-Data Science:

Modern statistical concepts and procedures derived from a mathematical framework. Statistical inference, decision theory; point and interval estimation, tests of hypotheses; Neyman-Pearson theory. Bayesian analysis; maximum likelihood, large sample theory. Prerequisite: STATS 116 . Please note that students must enroll in one section in addition to the main lecture.

Terms: Aut, Win | Units: 4

This course introduces the fundamental ideas and methods in causal inference, with examples drawn from education, economics, medicine, and digital marketing. Topics include potential outcomes, randomization, observational studies, matching, covariate adjustment, AIPW, heterogeneous treatment effects, instrumental variables, regression discontinuity, and synthetic controls. Prerequisites: basic probability and statistics, familiarity with R.

Terms: Aut | Units: 3

M.S. Program advisor assignments

M.S. program advisors assignments will be announced in September. MS advisor assignments are determined over the summer and will be announced in September. To ensure equity and easy distribution rules, students are assigned by their last name (alpha order).

If needed, you'll be able to discuss with your program advisor at the start of the quarter to help you determine the appropriate enrollment before the final study list deadline . Please see the information concerning course placement in the FAQ section below.

  • Guidelines and expectations to help establish a professional and respectful academic advising culture

Independent Study (for Elective credit)

While research is not a required component of the degree, the desire to participate in research has been an increasing trend through recent years.

A common request n that has come up in the past few years is regarding the ability to conduct research (for credit), with faculty as independent study/directed reading/independent research.

[More on networking opportunities: Please also browse the information on relevant seminars, student groups and organizations near the bottom of this page.]

While there exists a way to earn credit for independent study/research ( STATS299 ) under the supervision of their program adviser or other Statistics faculty. One must obtain approval from the advisor and provide clearly defined objectives and expected outcome(s) before enrolling in their section.

  • Develop a goal statement for what the student hopes to accomplish and the purpose of the independent study. (List your goals by explaining what you hope to gain in terms of knowledge, skills, etc.)
  • Select and/or develop learning objectives related to the goal statement. (Using broad statements, list each objective and/or learning activity in the plan.)
  • Develop a timetable for implementation of activities and completion of course requirements. (Include what it is that you expect to do and produce and dates for completion and submission. List the types of activities/assignments that the you will be completing by the end of the quarter.)

Other (teaching/research) opportunities


Campus assistantships are not a guarantee and should not be relied upon to fund your tuition.

TA/RA opportunities within the Statistics dept are designated for the doctoral students as it is a predominant training component of their 5-year program . There is very little chance that either of these opportunities would be available to students outside of the Statistics doctoral program. If an opportunity becomes available, it will be announced to the Statistics graduate student population.

Statistics faculty do not manage the hiring of RA/TA, nor do they have funding to support Masters students.

An assistantship may sometimes be obtained from related departments and schools. It is the student's responsibility to find these opportunities and there are no guarantees. Begin an online search for Course Assistant applications at least three months before the start of the next quarter as departments need to start the hiring process well ahead of time.

!Do not commit to a TA/CA position if you do not have sufficient time to devote to the job.

Some departments or schools hire our M.S. students for hourly research assistant positions. This type of work is not to be confused with full or partial tuition allowance (GAP 7.3) . Before accepting any work, confirm with the hiring department or school whether it is an hourly position, or if it is a type of tuition allowance.

Career prospects

At this time, the department does not publish job placement data of its graduates. Instead, we can provide a general trend of job placements in recent years:

Many students find employment in data science, research analytics, software engineering, program management within the technology sector (operations research), or the finance industry (asset management, acquisitions/mergers, business analytics) as well as various governmental services. The majority of our graduates have found employment in the Bay Area and other major cities around the world.

Stanford Career Education hosts career fairs throughout the year, and there is a tremendous benefit to our campus being situated in Silicon Valley . To participate, students upload their resumes in advance via Handshake, indicate which field/industry and companies they are interested in and industry partners reach out to schedule interviews.

Stanford Career Education also explains Where to Find Jobs & Internships  !

We don't collect data on salaries. This information can be gathered in an online search of job recruitment and financial education sites.

  • Data about mathematicians and statisticians from the U.S. Bureau of Labor Statistics

Advanced Graduate Study

The number of students who pursue graduate programs is steadily increasing.

Statistics MS students that feel strongly about entering a 5-year program of research in statistical theory and applications should meet with their program advisor to discuss which programs and schools are an appropriate place and time to apply. With careful planning, students will be able to build a strong program that will make them highly competitive applicants wherever they apply.

Previous years' graduates had been accepted to doctoral programs in Statistics at Columbia, University of Washington, Wharton School, UC Berkeley and UCLA.

Common questions from incoming Statistics Masters students

Stanford does not require a deposit to confirm your acceptance or initiate matriculation.

The student bill for autumn quarter is due in October.

  • Student Services: Understand Your Student Bill and Payment System

Student Visa Application in Axess: " Initiate I-20 or DS-2019; Request. " You may do so immediately following accepting in Axess. The I-20 process will begin after submission of required documentation. Bechtel International Center will contact you if they require any further information.

  • Review the steps to request/transfer the I-20
  • Statistics M.S. course requirements

Courses that you've taken at your previous institution (or applicable work experience) should be taken into account for the following scenarios:

Statistics students: Autumn Quarter

Probability Theory

  • Students returning to school may wish to brush-up on their skills in statistics and probability and should also enroll in STATS116 ; Summary notes courtesy of Professor Dembo.
  • Students should be comfortable with probability at the level of STATS116/MATH151 (summary of material) and with real analysis at the level of Math115. Past exposure to stochastic processes is highly recommended.
  • A new course STATS221 focuses on topics in discrete probability that are well beyond undergraduate probability, with particular emphasis on random graphs and networks. While at a level and style similar to STATS217, the material of STATS221 is more modern, and do not overlap any of STATS 217/218/219 (nor with the STATS310 sequence or with MATH236).

Theoretical Statistics

  • For those familiar with the material in this problem set then STATS200 is recommended (autumn). If the problem set poses a struggle, then we suggest starting with STATS116
  • Using the STATS200 course description to determine if the course content would be redundant material for you, STATS305A (autumn) is recommended instead.

Linear Algebra

  • MATH104 Applied Matrix Theory
  • Choosing between MATH104 & 113 (outline courtesy of the Math Department)
  • CME364A Convex Optimization I
  • MATH115 Functions of a Real Variable
  • MATH171 Fundamental Concepts of Analysis
  • CME302 Numerical Linear Algebra


  • CS106A Programming Methodologies (A, W, S, Su)
  • CS106B Programming Abstractions (A, W, S, Su)
  • CS106AX Programming Methodologies in JavaScript and Python (Accelerated)
  • or other higher-level course in the same area for those who have programming experience beyond the courses described above.

Data Science students: autumn quarter

  • For those with little or basic programming experience, it is common for students to start with a course in CS106  (A, B or AX) or CS107  (no longer offered: CME211 notes ).
  • Using the STATS200 course description  to determine if the course content would be redundant material for you, STATS305A (autumn) is recommended instead.
  • Consider taking a course under the suggested electives section .

ExploreCourses , the university's academic database, can be searched using the program code (e.g., STATS116, CS106, MATH104, etc.) or by subject. Please pay special attention to the quarter(s) that courses will be offered, as not all courses are offered at all times, and some are not offered more than once per year. The course schedule is updated in August each year; ExploreCourses will redirect to the new database when it goes live.

For Autumn 2024-25, students whose matriculation status is CLEAR will be able to enroll in courses early September(9:00 PM Pacific time ).

  • U pdate your address .

Axess enrollment allows students to plan their quarter starting:

  • August 28 ( Mon ) Planning opens for undergraduate, graduate, and Graduate School of Business (GSB) students.

Stanford's course registration system allows students to enroll in courses with conflicting meeting patterns. While this is allowed at the start of the quarter (first three weeks), it is generally discouraged due to time constraints and expectations; the course should be dropped by the end of Week 3 ( Final Study List deadline ).

Instructors will not accommodate a student whose classes have conflicting end-quarter exams.

Resources from Bechtel International Center

New International Students:

  • Release of Enrollment Holds: All F and J students are required to bring their passport, I-20 or DS-2019 , and a recent print out/screen shot on digital device of your admissions I-94 electronic record to one of the Maintaining Your Legal Status workshops in order to have your enrollment hold removed. The hold will be removed within 24 hours.
  • Prior to attending this workshop, you must update your SEVIS (U.S.) address and U.S. phone number on Axess. Instructions on how to update your address can be found on the Bechtel website: How to update your address

F-1 Students Who Attended Other U.S. Schools:

  • All F-1 transfer students must complete the check-in process within 15 days of the program start date. This can only be done after you have updated your SEVIS (U.S.) address field and U.S. phone number in Axess and have attended one of the Maintaining Your Legal Status workshops at Bechtel .
  • After these two requirements have been met you will receive an e-mail instructing you to come to Bechtel to pick up your Transfer Completed I-20.

Most students report that they were almost always able to enroll in the courses they needed each quarter. It is recommended that students make themselves available at the time that enrollment opens (9 pm Pacific).

If enrollment is closed and the course does not have a waiting list, students should contact the instructor to communicate their desire or need to take the course. Explain that the course is needed for your degree and confirm that you will not be enrolled in a course with a conflicting meeting pattern or final exam. Where possible the instructor will try to accommodate your request.

In some instances, be sure to carefully read the course description for enrollment steps. Some courses require the student to submit an application.

Minimum units allowed during the regular academic year each quarter is 8 units which is considered full-time enrollment. Most students enroll in 8 units each quarter and many are able to enroll 10 units.

A few students are able to manage 11-15 units each quarter to finish their degree in less time.

If you need to enroll part-time (minimum 3 units), check your eligibility for Part-Time Enrollment in the Graduate Academic Policy and Procedures guide.

Most students take 5-6 quarters to finish their degrees, not including summer quarter. Some students can finish it in as few as 4 quarters, many choose to stay for 6 quarters (A,W,S) over two academic years.

Some students choose to take fewer required courses each quarter due to a more taxing course-load or due to outside commitments. They may also want to take other courses outside of the degree's requirements.

A thesis is not required for the Master's degree. Those who are interested in pursuing a thesis project, finding the right faculty is vital to starting any level of research. It takes considerable time and planning before permission is granted. Those who are successful then enroll in the Statistics STATS299 Independent Study course (up to 3 units) under the section number of their M.S. program advisor (or other faculty advisor).

As is stated in the admission offer letter, completing the M.S. degree in Statistics at Stanford is not a bridge to the Statistics Ph.D. at Stanford.

In addition to their faculty advisor, many students feel comfortable approaching and speaking with faculty and instructors. Bear in mind, Stanford faculty are often committed to various ongoing research projects; it can be difficult to connect or network with Stanford faculty and researchers without learning about what they do. We suggest attending any of the myriad seminars across campus that are of interest to you; which will open up an unparalleled domain of networking possibilities where you can learn about the diverse world of Stanford research.

Most first-year students choose to live on campus in graduate housing . However, there are also many students who prefer to live off-campus in the surrounding Bay Area .

Graduate students are guaranteed campus housing their first year.

Graduate Housing Lottery The Graduate Housing Lottery is the process by which new and continuing graduate students, as well as non-matriculated students such as post-docs, apply for 2022-23 and summer 2022 housing. Students will have the opportunity to rank their desired housing options and form groups. Housing is available for single students, couples, and families.

  • Graduate Housing Lottery Website includes information about housing options and the Lottery
  • Housing Lottery explained
  • Lottery FAQ
  • 2023-24 Graduate Housing Brochure
  • Other campus housing options via RDE Community Housing

The campus housing application is available via Axess in April:

  • Go to the Student drop-down menu and select Housing and Dining
  • Select Apply for Housing
  • Follow the instructions to submit your application.

R&DE Student Housing Assignments will be hosting a series of webinars covering the Graduate Housing Lottery:

  • April 28 from 4-5 pm
  • April 5: Application portal opens.
  • May 3: Applications due for summer 2022 and 2022-23
  • May 27: Assignments announced for summer 2022 and 2022-23

On-campus housing:

  • Schedule your move-in date (campus residents)
  • What to bring (and what not to bring)
  • Useful resource links for international students

New to California?

  • Emergency readiness in campus housing
  • Earthquake information from Stanford CardinalReady
  • Be Quake Safe at Stanford

If these items aren't already in your suitcase, be sure to purchase them before the end of autumn quarter!

  • Reusable water bottles (at least 2)
  • Reusable thermos (for Statistics coffee and espresso to-go!)
  • An umbrella (or a big rain poncho to drape over yourself and your backpack)
  • A waterproof jacket
  • Comfortable walking shoes

If you plan to bring/purchase a bike (scooter/skateboard)

  • 2 sturdy locks
  • Bicycle repair kit
  • A rechargeable light for your handlebar
  • Wear reflective clothing at dusk and night
  • Sign up for a bike safety class

Bike Information and Resources for New Students

Bike Safety repair stations throughout Stanford's campus

As on most college campuses, Stanford students predominantly rely on a bike to get around. For those without access to a car, Caltrain, VTA or SamTrans provide more than adequately fulfill transportation needs up and down the peninsula (including airport shuttles). In addition, Stanford's free Marguerite shuttle service provides access to the campus to/from surrounding cities (Menlo Park, Palo Alto, parts of Redwood City) and to and from the Caltrain stations in Menlo Park and Palo Alto. Bay Area commute-traffic congestion rivals that of other major cities, which means driving on the peninsula to Stanford is impacted during peak hours.

  • Marguerite was the name of the horse-drawn bus run by Jasper Paulsen in the earliest days of the university.
  • Free transit options and incentive programs
  • Parking permits
  • Bay Area traffic information via 511.org

Finding things to do after you relocate to Stanford

  • Campus events calendar
  • Science and Engineering events calendar
  • Graduate Students campus community center
  • Math & Science Library
  • Tresidder Memorial Union
  • Stanford Arts Map
  • Cantor Center for the Arts
  • Virtual Tours   
  • Stanford Magazine
  • The Six Fifty.com
  • Visit Stanford's Office of Student Engagement .
  • Learn about student organizations in the School of Engineering .
  • Civic opportunities are listed with the Haas Center for Public Service .
  • Interested in art, design, music or the performing arts? Find your niche within Stanford Arts Groups .

Academic Resources and Support

There are many resources available across Stanford. Masters students most often take advantage of the workshops and career fairs sponsored by BEAM and similar events offered by the School of Engineering's Xtend Career Forum for the Data Science program.

  • The Graduate Life Office (GLO) hosts New Graduate Student Orientation (NGSO) Week.
  • Professional Development
  • Interdisciplinary Learning
  • Academic resources abound at the Office of Accessible Education .
  • The Stanford Daily offers a curated list of various campus resources.

The statistics courses taught by the Department typically require some knowledge of the programming language R . Many courses rely on Python coding.

  • List of Software available on Farmshare (a shared computing environment)

Recommended resources:

  • Software for Data Analysis by John Chambers
  • Hands-On Programming with R by G. Grolemund
  • R Packages by H. Wickham

Yes: the Statistics Seminar is offered by the department, and the Probability Seminar is offered jointly with Stanford Math . Additionally, many other departments hold seminars that are open to students of all disciplines:

  • Biomedical Data Science
  • CS Computer Forum
  • GSB Organizational Behavior

Stanford student groups that may be of interest are:

  • Stats for Social Good
  • CS for Social Good

International students who are employed off-campus are subject to the policies outlined by Bechtel International Center concerning Curricular Practical Training .

In order to be eligible to be hired, international students (F-1) MUST file for CPT via BechtelConnect and enroll in the course STATS298 Industrial Research for Statisticians .

Please follow the Statistics department protocol for CPT before starting the application .

Getting to know Stanford

Stanford Celebrates 125 Years

  • Stanford Stories No. 25: Early Stanford Women
  • Historical Timelines
  • Images of Main Quad Then and Now

Notification/Obligation to Read Email For many University communications, email to a student's Stanford email account is the official form of notification to the student, and emails sent by University officials to such email addresses will be presumed to have been received and read by the student. Emails and forms delivered through a SUNet account by a student to the University may likewise constitute formal communication, with the use of this password-protected account constituting the student's electronic signature. Read the entire policy pertaining to University Communication with Students.

Summer quarter distance-learning enrollment option (NDO student)

Master’s degree students who will matriculate autumn quarter have the option to take statistics courses online via the Stanford Center for Professional Development (SCPD) before arriving on campus. Registration and enrollment is administered through SCPD (NDO student status).

Matriculation will proceed as usual with autumn quarter start.

If you have any questions about course placement for summer quarter, please email Caroline Gates ( cgates [at] stanford.edu (cgates[at]stanford[dot]edu) ), your Student Services Officer in Statistics.

  • International student visas will be processed over summer with a start date in September.
  • CS dept policy: Students are obligated to enroll in the maximum unit for the CS course as a NDO student.

Summer tuition: 1/10th the full-time tuition cost + SCPD fees

Prior to Graduate Admissions matriculating your student record for autumn, Statistics and Data Science students may enroll in one or two courses online:

  • STATS 117 and STATS 118 Theory of Probability I & II (3 & 4 units respectively)
  • Essentials of Stochastic Processes by Rick Durrett
  • An Introduction to Statistical Learning with Applications in R by G. James, D, Witten, T. Hastie and R. Tibshirani
  • The Art and Science of Java by Eric Roberts
  • Programming Abstractions in C by Eric Roberts

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  • Graduate School of Education

Gain a substantial introduction to education through a broad-based and focused study of educational research, theory and practice.

What You'll Study

The Graduate School of Education awards an undergraduate minor in the field of Education. The minor is structured to provide a substantial introduction to education through a broad-based and focused study of educational research, theory and practice. The goals of the minor are to allow undergraduates to develop an understanding of the core issues facing educators and policymakers, to make connections to their major programs of study, and to provide rigorous preparation for graduate studies in Education.

An honors program in Education is available to undergraduates to supplement their regular majors by applying their studies to the field of education, broadly conceived. This program enables qualified undergraduates at Stanford to extend the training in their major field of study by pursuing additional courses and a research thesis in a related area in the study of education.

Degrees Offered 

  • Interdisciplinary Honors

More Information

Learn more about Education in the Stanford Bulletin

  • Explore IntroSems related to this major

Exploratory Courses

Educ 103a.

Tutoring: Seeing a Child through Literacy (EDUC 203A)


Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)


Mathematical Mindsets - The Interplay of Identity & Knowledge in Learning & Life


Designing Your Stanford (ME 104S)

EDUC 171

Preschool Counts: Engaging Young Children in Math


Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, CSRE 177E, HUMBIO 29A)


Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177B, CSRE 177F)


Tutoring: Seeing a Child through Literacy (EDUC 103A)

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ExploreDegrees Archive, 2011-12

Explore courses, alphabetical index, bulletin archive.

This archived information is dated to the 2011-12 academic year only and may no longer be current.

For currently applicable policies and information, see the current Stanford Bulletin .

Master of Arts in Education

The M.A. degree is conferred by the University upon recommendation of the faculty of the School of Education. The minimum unit requirement is 45 quarter units earned at Stanford as a graduate student. Students must maintain a grade point average (GPA) of 3.0 or better in courses applicable to the degree, and a minimum of 27 units must be taken in the School of Education. Students typically enroll in 15 to 18 units per quarter. They must enroll in at least 11 units of work each quarter unless their program makes special provision for a lower quarterly minimum. Master's students should obtain detailed program requirements from the Master's Program Officer, located in the Office of Academic Services in the School of Education. Some programs require a final project or scholarly paper. Additional detailed information regarding program content, entrance, and degree requirements is available at http://ed.stanford.edu . Before the program begins, each student is assigned a faculty adviser from the appropriate area committee to begin early planning of a coherent program.

Master of Arts degrees are offered for the following specializations:

  • Curriculum and Teacher Education. (The program in CTE is not a credentialing program; see STEP below.)
  • International Comparative Education
  • International Educational Administration and Policy Analysis
  • Joint Degree Program with Graduate School of Business (M.B.A./M.A.)
  • Joint Degree Program with Law School (J.D./M.A.)
  • Learning, Design, and Technology
  • Policy, Organization, and Leadership Studies

In addition, an M.A. degree with a teaching credential is offered in the Stanford Teacher Education Program.

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Research centers at Stanford Graduate School of Education develop a variety of free resources to support the work of PK–12 educators and teacher educators. Explore the resources listed here and visit our research center sites to learn more about their work.

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AI & Digital Learning

AI For Educators: Insights from Stanford

AI For Educators: Insights from Stanford

In this series, Stanford faculty share their experiences and perspectives on artificial intelligence (AI) and learning as they respond to questions from educators. Each video comes with a set of discussion questions that you can use to self-reflect or engage in conversation with your colleagues.

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CRAFT AI Literacy Resources

CRAFT is a continually growing collection of free adaptable AI Literacy resources for high school teachers, to help students explore, understand, and critique AI. The resources, co-designed with educators, contextualize AI in a multidisciplinary way so that teachers in any discipline can use them.

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Virtual Field Trips

The  Virtual Field Trips  project provides  resources to create  virtual field trips and features use cases of virtual field trips in classrooms across  science ,  geology , history, architecture, and more.  Advances in technology have reduced the barriers to creation, opening opportunities for educators and students to become content creators, embedding concepts in locally or personally meaningful contexts.

masters in education stanford

Civic Online Reasoning curriculum

Ready-to-use lessons, assessments, and videos to support the teaching of critical evaluation skills for online information. Appropriate for all subject areas.

masters in education stanford

Beyond the Bubble history assessments

Beyond the Bubble unlocks the vast digital archive of the Library of Congress in over 100 easy-to-use assessments that measure students’ historical thinking.

masters in education stanford

Reading Like a Historian curriculum

History lessons that teach critical reading strategies and engage students around a central historical question using primary sources. Designed for group work. Available in Spanish.


masters in education stanford

Early math family engagement

Resources for parents, educators, and all who work alongside families with young children to support playful math learning through games, storybook reading, cooking, and daily routines. Available in Spanish.

masters in education stanford

Early math resources for teacher educators

Research-based materials designed for early childhood teacher educators to support prospective and practicing teachers to promote young children’s mathematical learning

masters in education stanford

Youcubed mathematical tasks

Open, visual, creative math tasks that integrate brain science and are designed to engage and inspire students. 

masters in education stanford

Stanford NGSS Assessment Project

Research and reports, model assessments, and resources for professional development all focused on ways that high-quality performance assessment can support the implementation of the Next Generation Science Standards.

masters in education stanford

Learning Through Performance curriculum

A curriculum of project-based learning, aligned with the Next Generation Science Standards and designed to incorporate embedded performance assessments. Includes orientation to group work. 

masters in education stanford

Stanford NGSS Integrated Curriculum

A Next Generation Science Standards-designed, project-based science curriculum aligned with the California Integrated model in which earth and space science, life science, and physical science and/or engineering are integrated in each unit. 

Multilingual learners

masters in education stanford

Professional development essentials for educators of multilingual learners

Six essential considerations for professional development providers when designing plans to support and develop educators of multilingual learners.

masters in education stanford

English learner library of resources

An online curriculum designed to prepare teachers to work with students from culturally diverse backgrounds, supporting language development through standards-based, content area learning. For teachers and teacher educators.

Student well-being and engagement

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Challenge Success resource bank

Hundreds of resources to promote student well-being and engagement with learning, including tools, strategies, tip sheets, webinars, and research white papers.

masters in education stanford

Formative assessment in remote learning

Two recorded webinars on strengthening formative assessment practices in remote learning environments to support language and content development and social emotional learning. 

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Stanford-led study links school environment to brain development.

Children with teacher in an elementary school classroom

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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Stanford University

Housing Service Center Supervisor

🔍 residential & dining enterprises, stanford, california, united states.


Stanford University, located between San Francisco and San Jose in the heart of California's Silicon Valley, is one of the world's leading teaching and research universities. Since its opening in 1891, Stanford has been dedicated to finding solutions to big challenges and to preparing students for leadership in a complex world.

Residential & Dining Enterprises (R&DE), the largest auxiliary organization at Stanford University, supports the academic mission of the University by providing high-quality services to students and other members of the university community. The department has an annual operating budget of over $350M, operates 24/7/365, and oversees a $3B asset portfolio comprising a 7 million sq. ft. physical plant across the campus. In autumn quarter of the 2021-22 academic year, R&DE will return to providing housing for over 13,000 students and dependents, serving meals at 17 dining halls, 12 retail locations, and operating athletic concessions and conference operations. Additionally, R&DE comprises 900 FTE staff in the following divisions: Student Housing Operations, Stanford Dining, Stanford Hospitality & Auxiliaries, Stanford Conferences, Maintenance Operations and Capital Projects, and a team of R&DE strategic business partners: Finance & Administration, Information Technology, Human Resources, and Strategic Communications.

“Students (Customers) First” is the mantra of R&DE and our strategic goals reflect our commitment to delivering quality and excellence to our constituents every day. In R&DE,“Excellence is defined by aligning our strategic goals and performance with our vision.”

This role is designated as essential and requires incumbents to report to work onsite. Telecommuting is not available for this role.


Administer, implement, and interpret university and department policies and procedures on issues regarding admission, financial aid, housing, registrar services, visa services, student life, advising, career counseling and academic services. Identify, clarify, and resolve highly visible or complex issues with substantial significance and impact that may span multiple areas, using advanced technical and professional knowledge requiring independent judgment.


· Administer an area or program in student services, evaluate and recommend decisions on program eligibility. Review decisions recommended by other staff.

· Collaborate with others to help resolve program issues and concerns, interpret policies, and mediate complex and sensitive issues.

· Resolve multi-dimensional matters in response to students in crisis, at risk, or who have other program issues, counsel students and parents on sensitive and confidential issues.

· Provide guidance and counsel, oversee, and develop a wide range of programs and services, analyze effectiveness, and make recommendations for future programs.

· Reconcile complex issues; analyze diverse transactions from multiple sources.

· Summarize data from multiple sources, prepare management reports and presentations.

· Identify and evaluate data needs, manage the implementation and development of technology.

· Develop and Implement plans for outreach efforts, develop and maintain external community and university liaison represent department and university at meetings and events.

· Provide advice to students on a range of issues, including, but not limited to, academic progress, academic program policies, career plans, accessibility, community standards, etc., in order to assist them in making appropriate choices and decisions.

· Apprise students of research, fellowship, and scholarship opportunities, make recommendations, and may award grants.

· Serve as a subject matter expert to other departments; represent unit/department.

· Lead, create and contribute to development of business practices and organizational change to improve processes and workflow.

· May oversee, analyze, and assist in financial processes and development of budgets.

· Serve as a key member of university wide teams and projects.

· May train and supervise other staff, volunteers, and temporary workers.

· May represent Stanford at public events, such as fairs, athletic events, and registrations, greet and serve as a resource on unit and general inquiries.

· Apply knowledge, expertise, and experience to resolve issues in a timely fashion, including those that are ambiguous and/or sensitive.

· Ability to promote diversity, multiculturalism, and inclusion in the execution of role.

· Successfully combine hard (e.g., technical knowledge, critical and analytical thinking, problem solving) and soft skills (e.g., people skills, communication, such as active listening, interpersonal and intrapersonal relationship, teamwork, emotional intelligence, collaboration/conflict management) to meet position requirements.

· Demonstrates a wide range of people (or soft skills) to build and sustain respectful and collaborative relationships/networks, internal and external to R&DE.

· Demonstrates effective emotional intelligence, especially in situations with time constraints.

· Track trending issues raised by students and proactively prepare communications to address such issues before they escalate.


Education & Experience:

Bachelor’s degree and three years of relevant experience, or combination of education and relevant experience.

Knowledge, Skills and Abilities:

· Strong communication skills to communicate information clearly and effectively to internal and external audiences, client groups, and management.

· Advanced analysis and problem-solving skills.

· Advanced computer skills, including experience with Microsoft Office Suite.

· Advanced customer service skills.

· Relevant computer systems/technology experience.

· Understanding of financial transactions.

· Ability to ensure and apply compliance with legal, financial, and university policies and external regulations.

Certifications and Licenses:


· Frequently sit, perform desk-based computer tasks.

· Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds.

* - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.


· None


· Interpersonal Skills: Demonstrates the ability to work well with Stanford’s colleagues and clients and with external organizations.

· Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.

· Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu .

The expected pay range for this position is $69,000 - $72,000 per annum( $33.17-$34.61 / hour).

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs.

 Why Stanford is for You: 

Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enriches the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and unique perks empower you with:

  •  Freedom to grow. We offer career development programs, tuition reimbursement, or course auditing. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
  •  A caring culture. We provide superb retirement plans, generous time-off, and family care resources.
  •  A healthier you. Climb our rock wall or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.
  • Discovery and fun. Stroll through historic sculptures, trails, and museums.
  •  Enviable resources. Enjoy free commuter programs, ridesharing incentives, discounts and more

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

 Consistent with its obligations under the law, the university will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

  • Schedule: Full-time
  • Job Code: 7502
  • Employee Status: Regular
  • Requisition ID: 103367
  • Work Arrangement : On Site

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Legal Panel Discusses Strategies to Promote School Desegregation and Educational Equity 70 Years After Brown v. Board of Education

  • May 23, 2024
  • Isabelle Anzabi
  • Stanford Center for Racial Justice
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Earlier this month, “ The Unfinished Legacy of Brown v. Board of Education at 70 ” conference brought together educators, leading scholars, and legal experts to discuss the current state of racial and economic segregation in American schools, marking 70 years since the landmark Supreme Court ruling. The conference was hosted by the Educational Opportunity Project at Stanford and the Stanford Institute for Advancing Just Societies and co-sponsored by the Stanford Center for Racial Justice , Stanford Graduate School of Business, Stanford Graduate School of Education, and Stanford Law School. 

Throughout the legal panel, “What can the courts do? Legal strategies to promote school desegregation and educational equity,” speakers urged for the integration and increased funding of schools, arguing that state governments should do more in the absence of greater federal involvement. Furthermore, panelists warned about the trend of public charter schools contributing to increased levels of racial segregation in schools across the U.S.

Moderator Ralph Richard Banks , a professor at Stanford Law School and the Faculty Director at the Stanford Center for Racial Justice, began the discussion with some stage setting remarks. “[ Brown ’s] cultural significance cannot be overstated,” he said. Brown was not “really about separation at all, it was about degradation, that was the core . . . Separate education is inherently unequal,” said Banks.

Kimberly Robinson , a professor at the University of Virginia School of Law and Director of the Education Rights Institute and the Center for the Study of Race and Law, then presented on current efforts to desegregate schools at the federal level. Robinson posed two framing questions, the first of which was focused on what federal courts can do. She suggested that there’s some reason to be optimistic, including the Supreme Court’s recent decision to decline to hear Coalition for TJ v. Fairfax County School Board , effectively upholding a race-neutral high school admissions policy. Additionally, over 200 school districts still remain under court-ordered desegregation orders.

Robinson’s second framing question asked a tougher question: “How do we define the legacy of Brown v. Board of Education , what is it that we are trying to finish, and how can we look to the future to do that?” On the legacy of Brown , Robinson explained the plight of low-quality schools across our nation: “Yes, school integration must be made a part of that definition, but we still have a lot of work to do to improve the quality of schools for all of our students.” She recommended a shift to education federalism, which Robinson refers to as “a balance of power over education that emphasizes state and local authority over education and a circumscribed federal role.” She argued that Congress should guarantee a federal right to a high quality education, something that the Supreme Court has refused to do .

Robert Kim , the Executive Director of Education Law Center, discussed his observations from his experience working on the Latino Action Network v. New Jersey case, which is currently the only state-wide school desegregation case in the country. He said that there is a critical relationship between school funding, poverty, and race in New Jersey, where “Black and Latino students attend districts that are spending significantly less per pupil than what is needed [and] the lack of quality of education due to inequitable funding is exacerbated by racial segregation.” For this reason, Kim argued that we need to address segregation as well as funding gaps, but posed a challenging question: What is acceptable desegregation?

Legal Panel Discusses Strategies to Promote School Desegregation and Educational Equity 70 Years After Brown v. Board of Education

During the final presentation, Myron Orfield , a professor at the University of Minnesota Law School and Director of the Institute on Metropolitan Opportunity, talked about the need to move to state courts for school segregation cases, explaining that “the state courts can act” and have greater tools at their disposal to do so (e.g. broader jurisprudence and education clauses to support school segregation claims that are not necessarily available at the federal level). Orfield also discussed charter schools, suggesting that their “business model is single-race [schools]” that have an incentive to target particular racial groups by being “ culturally-focused. ” He further argued that charter schools by and large underperformed when compared to traditional public schools, though a recent study found that on average charter school students had reading and math gains that outpaced their traditional public school counterparts with variation by location and configuration.

Banks then transitioned the panel to a moderated discussion and asked how we should orient ourselves with regards to the movement for school choice, specifically charter schools and vouchers. Orfield was critical of the misalignment between what charter schools promised and the reality of their intense segregation and expressed concern with the growing trend of privatizing public schools. Kim focused on vouchers, stating that “vouchers are the number one education policy and developing concern that we should all be thinking and grappling with moving forward.” He highlighted the dramatic rise of voucher programs over the last decade and predicted we would see great change in private education and increases in segregation in the coming years. Panelists all agreed that states should do more to ensure that charter schools and voucher programs do not have segregative effects when implemented.

The panelists were then asked for their recommendations on how to overcome the decentralized and localized features of the U.S. school system. Robinson praised the intent of local control policies, saying they are “designed to encourage experimentation, excellence, and tailoring education to the needs of students,” but pointed out that unfortunately, these policies have not served their intended purpose. Robinson returned to the need for education federalism and for the federal government to make education a fundamental right under the U.S. Constitution. On the other hand, Kim advocated that state governments should enact more interdistrict policies to increase economic integration across districts.

There was also consensus for an invigorated public consciousness, pressure, and push for integrated schools. Currently, 70% of Americans believe that more should be done to integrate schools throughout the nation. “We have to help the public understand the benefits of public schools,” said Robinson. “Funding is still unequal—with less funding going to schools with higher concentrations of children of color and children in poverty, [yet] states have the power to determine their school integration policies.” When asked by an audience member whether it is more effective to win over the public’s hearts or minds on this issue, Robinson spoke to the financial incentive of integration: “The data is robust that we are paying exponentially for a broken system.”

In his final remarks, Banks connected the enlightening discussion with a call to action: “This is the end of the panel, but not the end of this conversation because this is a conversation that is wildly important to the nation. We have by no measure lived up to the promise of Brown , and our ability to do so will really influence the fate of our nation.”

Isabelle Anzabi (BA ’24) is an intern at the Stanford Center for Racial Justice interested in technology policy and increasing access to justice.

Follow the Stanford Center for Racial Justice on LinkedIn and Instagram . Subscribe to the Racial Justice Weekly digest and our monthly newsletter .

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The Stanford Board of Trustees approved a 5.5% increase in tuition and a 7% increase in room and board for the 2024-2025 school year.

The tuition increase will help maintain the strength of Stanford’s comprehensive need-based financial aid program as well as help address increases in operating costs due to inflation. Stanford has one of the most robust financial aid programs in the country, and it has undergone several major enhancements in recent years. For example, the Board of Trustees expanded the university’s financial aid program last year so families of undergraduates with annual incomes below $100,000 will not have to pay tuition, room, or board. Stanford also requires no parental contribution toward tuition from families with annual incomes below $150,000 and typical assets.

“Stanford continues working to ensure that students can access an affordable education through our strong financial aid program,” said board Chair Jerry Yang. “This tuition increase will help support the Stanford community and its programs as we weather higher costs of serving our students.”

Undergraduate charges for those who pay the full price will total $87,225 next year, which includes $65,127 for tuition, $21,315 for standard room and board, and $783 for the mandatory health fee. General graduate tuition will increase by 4% next year, and some professional programs may have different increases. Those will be posted later in the year to the Student Services website .

Stanford’s aid program will take into account the tuition increase for current students receiving need-based financial aid; those whose family financial circumstances don’t change can expect to pay the same amount they do this year.

Tuition provides about half of the university’s general funds, which support essential ongoing operations, need-based undergraduate financial aid, and new program investments.

Room and board revenue directly funds the operations of Residential and Dining Enterprises (R&DE), which includes Stanford’s student housing, dining, conference, and retail facilities.

About two-thirds of undergraduates receive some form of aid to attend Stanford, and 58% receive scholarships, including athletic scholarships, from Stanford.

Trustees also learned more about efforts to hone students’ skills in civil discourse, and how the university is addressing an increased focus on research security during the board’s meeting Feb. 5–6.

While international collaboration and engagement remains critically important to Stanford’s research mission, the growing complexity and cost of research security requirements are posing challenges for the university, Vice Provost and Dean of Research David Studdert told trustees.

In recent years, the federal government has rapidly ramped up the rules and requirements governing international research engagements in response to national security concerns about malign activities by certain foreign governments and organizations.

As a result, research universities like Stanford must balance legitimate security concerns with its commitment to ensuring openness and nondiscrimination in research, said Ryan Adesnik, vice president for government affairs.

To conform with new federal requirements, the university is in the process of establishing a Research Security Program, and has launched an initiative to enhance processes for pre-award disclosures and Conflict of Interest/Conflict of Commitment reporting. Also, Stanford’s Global Engagement Review Program offers support and advice to those conducting international research to facilitate compliance with regulations and mitigate risk from foreign influence, said George Triantis , senior associate vice provost for research, and the Charles J. Meyers Professor in Law and Business.

SLAC National Accelerator Laboratory Director John Sarrao said national labs have been grappling with striking this balance for a long time, and he emphasized that clarity, transparency, education, and awareness are key to effective processes and risk management.

Civil discourse

Stanford is helping students discuss difficult issues in a constructive fashion through programs such as the Stanford School of Law’s ePluribus initiative and the first-year Civic, Liberal, and Global Education (COLLEGE) requirement, scholars told trustees in a presentation to the Committee on Student, Alumni, and External Affairs.

COLLEGE, which began in 2021, emphasizes a shared intellectual experience and development of citizenship skills, said Dan Edelstein , faculty director of Stanford Introductory Studies and the William H. Bonsall Professor in French and professor, by courtesy, of history and of political science in the School of Humanities and Sciences .

A multi-modal assessment reflects some very positive student feedback thus far, with most reporting that the Why College? course has helped them learn how to see others’ perspectives and participate in discussion seminars, Edelstein told trustees. The assessment also indicates ongoing challenges; for example, a quarter of respondents report a reticence to state their opinions in class for fear of social repercussions.

ePluribus started at the Law School in hopes of reducing polarization and promoting productive disagreement. The latter must be cultivated by engaging with people whose identities and ideas are different from one’s own, said Norman Spaulding , the Nelson Bowman Sweitzer and Marie B. Sweitzer Professor in Law.

The initiative involves law students in interactive workshops to work on skills such as active listening and cognitive bias awareness. It has expanded to include small reading groups on challenging topics and outside speakers with expertise working across differences.

ePluribus is also funding a research project to analyze the effectiveness of specific skills in navigating difficult conversations. While initial research results are encouraging, there are powerful headwinds in the form of affective polarization and social media algorithms that amplify misunderstanding, Spaulding said.

“We don’t have the luxury of leaving pluralism skills to chance,” Spaulding told trustees. “It’s not just an obligation of higher education to get this right but an obligation of democratic citizenship as well.”

Building project

The board also approved construction for a renovation project that will support a significant expansion of the Stanford Nano Shared Facilities program in the End Station 3 building.

The project will transform the existing facility into a cutting-edge multidisciplinary research and education hub, and the space will house state-of-the-art instrumentation. Construction is expected to commence this spring.

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XL Flag Elektrostal Moscow oblast | landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft - 100% Made in Germany - long lasting outdoor flag

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40 Facts About Elektrostal

Lanette Mayes

Written by Lanette Mayes

Modified & Updated: 21 May 2024

Jessica Corbett

Reviewed by Jessica Corbett


Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

  • Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
  • With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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