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Families and Communities
Methods
Out-of-School and Alternative Education
Pathways to and Through Postsecondary
Policy, Politics, and Governance
School Choice
Staffing, Finance, and Operations
Standards, Assessment, and Curriculum
Student Learning
Student Well-Being
Teacher and Leader Development
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Ability grouping
Absenteeism
Assessment
Belonging
Career and technical education
Charter schools
Child development
Class size
College readiness
Counseling
Covid-19 recovery
Culturally responsive schooling
Curriculum
Early childhood education
Educator perceptions
Efficacy
Elementary schools
Equity
Gifted education
High schools
Higher education
Human capital
Immigrant origin students
Indigenous peoples
Instructional coaching
Instructional design
Instructional practices
Instructional technology
International and comparative
Juvenile justice
Leadership
Learning environments
LGBTQIA+ students
Mathematics education
Middle schools
Motivation
Multilingual learners
Neighborhoods
Parenting
Philanthropy
Poverty
Principals
Professional development
Race, ethnicity, and education
Reading and literacy education
Returns to education and skills
Rural education
School climate and culture
School districts
School reform
School schedules
Science education
Social and emotional learning
Social studies education
Stress and coping
Student discipline
Student engagement
Student supports
Student well-being
Students experiencing homelessness
Students with disabilities
Superintendency
Teacher hiring and retention
Teacher well-being
Transportation
Tutoring
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Caroline Hoxby
Caroline Hoxby
Institution
Stanford University
Email
choxby@stanford.edu