Retired Laboratory Schools teacher Vivian Gussin Paley, PhB’47, writes about the importance of play in early schooling

How can we better prepare PhD students for nonacademic careers?

Urban Education Institute director Timothy Knowles explains why there's reason for hope in Chicago Public Schools.

If putting together an issue on education taught us one thing, it's that we have much yet to learn.

An ambitious economic field experiment studies how financial incentives for students, teachers, and parents affect academic performance.

Students often continue to collaborate with professors after earning their degrees. Sometimes, as in these four examples, those relationships move beyond collegial to true professional and personal friendships.

The murals decorating the University of Chicago Charter School campuses tell stories of success.

Linking teacher merit pay to standardized-test scores compromises learning and creates incentives to cheat.

For the leaders of the University of Chicago Charter School, being in charge means being in the thick of change.

Teaching African American students, a Chicago scholar says, means asking tough questions.

Sociologist Kristen Schilt explores gender differences that shape academic career decisions.

If it’s true that “all you really need to know you learn in kindergarten,” then Vivian Paley and I are in trouble.