Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified
Current Offerings
Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified (809X): Efforts to elevate student voice in education decision-making have grown over the past decade--through state legislation, district governance structures, and school-based student groups. Leaders increasingly recognize that student perspectives are critical to improving outcomes amid persistent challenges in K-12 education. Yet existing student feedback mechanisms rarely capture the voices of students most impacted by those challenges--those whose experiences most clearly reveal where systems are failing. The Roses Talk Project (https://law.stanford.edu/stanford-center-for-racial-justice/projects/roses-talk-elevating-student-voice-in-policy-practice/) aims to counter this oversight through a novel research-practice partnership model that draws on the unique experiences of marginalized students to shed new light on policies and practices that harm or support marginalized students to inform education decision-making. With around 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San José--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at-risk" that is reflected in California education law). Building on a successful pilot that resulted in a first-of-its-kind set of recommendations (https://law.stanford.edu/2026/02/24/roses-talk-san-jose-unified-rethinking-education-policy-through-at-promise-student-voices/) for SJUSD and Gunderson grounded in marginalized student voices, the next phase of the project aims to: (1) validate initial findings through additional data collection and engage in comparative analysis between Phase I and Phase II; (2) evaluate the implementation of Phase I policy recommendations for their effectiveness in responding to student input; and (3) develop evidence-based guidance for SJUSD and Gunderson on how to translate student insights into actionable policy and practice interventions in the near- and long-term. This course uniquely integrates Youth Participatory Action Research into Phase II of the project. Stanford students will not only conduct research about marginalized students but will do so alongside them. Beginning in fall quarter and leading into winter quarter, Gunderson students serving on the Promising Voices Student Advisory Board (PVSAB) will join the Stanford policy lab as co-researchers, participating in data collection, analysis, and policy development. This collaboration ensures that young people most affected by these policies are active in developing solutions and building research and policy skills that enable them to serve their community beyond the project. In turn, Stanford students are provided a distinctive opportunity to participate in community-engaged learning and research, apply technical skills and academic knowledge to real-world challenges, and contribute to positive educational outcomes for underserved students--while building genuine partnership. This policy lab is unique in that the course offers what few do: a chance to collaborate with the at-promise students it is meant to serve. TIMELINE AND EXPECTATIONS: The practicum spans three quarters. In fall, Stanford students will be introduced to rigorous qualitative research methods, develop an interview protocol, conduct individual interviews with at-promise Gunderson students, and analyze data using qualitative coding techniques. Preliminary findings will be synthesized and presented to SJUSD and Gunderson leadership for feedback. In late fall and into winter, Gunderson PVSAB students join the lab as co-researchers. Together, the team will conduct member-checking focus groups, integrate and compare findings across phases, and conduct policy and legal research to begin developing Phase II recommendations and a report outline. In spring, Stanford and Gunderson students will collaborate to draft the full Phase II report--incorporating expert peer review--and present their findings at a project convening for a broad stakeholder audience. The report will be finalized over the summer through a community feedback loop with Gunderson and SJUSD leadership. Please note that this timeline is subject to change. LOGISTICS: Students are strongly encouraged to commit to all three quarters. However, students who are only able to participate in fall and winter quarters will be considered. Fall and winter quarter labs are each 3 units. Spring quarter is variable at 1--3 units (and up to 5 for EDUC 309X) to accommodate continuing students and the shift toward report drafting and convening preparation. Class sessions will be held on Thursdays from 9:50--11:50 AM and travel arrangements to/from San José will be determined as needed among instructors and students. ENROLLMENT AND GRADING: This class is open to Stanford Law School students, Stanford Graduate School of Education students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside of Law and Education to apply, particularly students from CSRE, DAAAS, and others. Ideal students will have strong research, writing, and analytical skills, oral communications skills, and a demonstrated commitment to improving educational outcomes for all students. Students will be working together in small teams. Grading will be based on attendance, class performance and participation, collaboration with peers, engagement with high school students, written assignments, and presentations. COURSE OBJECTIVES: (1) Center the voices of marginalized students in school and district decision-making; (2) develop essential qualitative, policy, and legal research skills and apply those skills to real-world educational challenges; (3) collaborate with peers, Gunderson PVSAB students, and instructors to engage in rigorous qualitative methodologies and craft evidence-based policy recommendations for improving student outcomes, culminating in a Phase II report that influences policies and practices at Gunderson and in SJUSD; and (4) promote diverse perspectives by challenging existing beliefs about marginalized students and their communities, encouraging open-mindedness, and fostering thought-provoking conversations about contentious issues that appreciate a wide range of viewpoints. CONSENT APPLICATION AND ADDITIONAL MATERIALS: To apply for this course, students must submit a resume and writing sample via email to Dionna Rangel at drangel@law.stanford.edu. Please indicate in your email whether you are applying for fall/winter quarters only, or fall/winter/spring quarters. You must also submit a Consent Application Form at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See the Consent Application Form for instructions. All application materials are due by Wednesday, September 9 at 11:59 pm.Cross-listed with Education (EDUC 309X).
Sections
Future Offerings
Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified (809X): Efforts to elevate student voice in education decision-making have grown over the past decade--through state legislation, district governance structures, and school-based student groups. Leaders increasingly recognize that student perspectives are critical to improving outcomes amid persistent challenges in K-12 education. Yet existing student feedback mechanisms rarely capture the voices of students most impacted by those challenges--those whose experiences most clearly reveal where systems are failing. The Roses Talk Project (https://law.stanford.edu/stanford-center-for-racial-justice/projects/roses-talk-elevating-student-voice-in-policy-practice/) aims to counter this oversight through a novel research-practice partnership model that draws on the unique experiences of marginalized students to shed new light on policies and practices that harm or support marginalized students to inform education decision-making. With around 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San José--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at-risk" that is reflected in California education law). Building on a successful pilot that resulted in a first-of-its-kind set of recommendations (https://law.stanford.edu/2026/02/24/roses-talk-san-jose-unified-rethinking-education-policy-through-at-promise-student-voices/) for SJUSD and Gunderson grounded in marginalized student voices, the next phase of the project aims to: (1) validate initial findings through additional data collection and engage in comparative analysis between Phase I and Phase II; (2) evaluate the implementation of Phase I policy recommendations for their effectiveness in responding to student input; and (3) develop evidence-based guidance for SJUSD and Gunderson on how to translate student insights into actionable policy and practice interventions in the near- and long-term. This course uniquely integrates Youth Participatory Action Research into Phase II of the project. Stanford students will not only conduct research about marginalized students but will do so alongside them. Beginning in fall quarter and leading into winter quarter, Gunderson students serving on the Promising Voices Student Advisory Board (PVSAB) will join the Stanford policy lab as co-researchers, participating in data collection, analysis, and policy development. This collaboration ensures that young people most affected by these policies are active in developing solutions and building research and policy skills that enable them to serve their community beyond the project. In turn, Stanford students are provided a distinctive opportunity to participate in community-engaged learning and research, apply technical skills and academic knowledge to real-world challenges, and contribute to positive educational outcomes for underserved students--while building genuine partnership. This policy lab is unique in that the course offers what few do: a chance to collaborate with the at-promise students it is meant to serve. TIMELINE AND EXPECTATIONS: The practicum spans three quarters. In fall, Stanford students will be introduced to rigorous qualitative research methods, develop an interview protocol, conduct individual interviews with at-promise Gunderson students, and analyze data using qualitative coding techniques. Preliminary findings will be synthesized and presented to SJUSD and Gunderson leadership for feedback. In late fall and into winter, Gunderson PVSAB students join the lab as co-researchers. Together, the team will conduct member-checking focus groups, integrate and compare findings across phases, and conduct policy and legal research to begin developing Phase II recommendations and a report outline. In spring, Stanford and Gunderson students will collaborate to draft the full Phase II report--incorporating expert peer review--and present their findings at a project convening for a broad stakeholder audience. The report will be finalized over the summer through a community feedback loop with Gunderson and SJUSD leadership. Please note that this timeline is subject to change. LOGISTICS: Students are strongly encouraged to commit to all three quarters. However, students who are only able to participate in fall and winter quarters will be considered. Fall and winter quarter labs are each 3 units. Spring quarter is variable at 1--3 units (and up to 5 for EDUC 309X) to accommodate continuing students and the shift toward report drafting and convening preparation. Class sessions will be held on Thursdays from 9:50--11:50 AM and travel arrangements to/from San José will be determined as needed among instructors and students. ENROLLMENT AND GRADING: This class is open to Stanford Law School students, Stanford Graduate School of Education students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside of Law and Education to apply, particularly students from CSRE, DAAAS, and others. Ideal students will have strong research, writing, and analytical skills, oral communications skills, and a demonstrated commitment to improving educational outcomes for all students. Students will be working together in small teams. Grading will be based on attendance, class performance and participation, collaboration with peers, engagement with high school students, written assignments, and presentations. COURSE OBJECTIVES: (1) Center the voices of marginalized students in school and district decision-making; (2) develop essential qualitative, policy, and legal research skills and apply those skills to real-world educational challenges; (3) collaborate with peers, Gunderson PVSAB students, and instructors to engage in rigorous qualitative methodologies and craft evidence-based policy recommendations for improving student outcomes, culminating in a Phase II report that influences policies and practices at Gunderson and in SJUSD; and (4) promote diverse perspectives by challenging existing beliefs about marginalized students and their communities, encouraging open-mindedness, and fostering thought-provoking conversations about contentious issues that appreciate a wide range of viewpoints. CONSENT APPLICATION AND ADDITIONAL MATERIALS: To apply for this course, students must submit a resume and writing sample via email to Dionna Rangel at drangel@law.stanford.edu. Please indicate in your email whether you are applying for fall/winter quarters only, or fall/winter/spring quarters. You must also submit a Consent Application Form at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See the Consent Application Form for instructions. All application materials are due by Wednesday, September 9 at 11:59 pm.Cross-listed with Education (EDUC 309X).
Sections
Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified (809X): Efforts to elevate student voice in education decision-making have grown over the past decade--through state legislation, district governance structures, and school-based student groups. Leaders increasingly recognize that student perspectives are critical to improving outcomes amid persistent challenges in K-12 education. Yet existing student feedback mechanisms rarely capture the voices of students most impacted by those challenges--those whose experiences most clearly reveal where systems are failing. The Roses Talk Project (https://law.stanford.edu/stanford-center-for-racial-justice/projects/roses-talk-elevating-student-voice-in-policy-practice/) aims to counter this oversight through a novel research-practice partnership model that draws on the unique experiences of marginalized students to shed new light on policies and practices that harm or support marginalized students to inform education decision-making. With around 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San José--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at-risk" that is reflected in California education law). Building on a successful pilot that resulted in a first-of-its-kind set of recommendations (https://law.stanford.edu/2026/02/24/roses-talk-san-jose-unified-rethinking-education-policy-through-at-promise-student-voices/) for SJUSD and Gunderson grounded in marginalized student voices, the next phase of the project aims to: (1) validate initial findings through additional data collection and engage in comparative analysis between Phase I and Phase II; (2) evaluate the implementation of Phase I policy recommendations for their effectiveness in responding to student input; and (3) develop evidence-based guidance for SJUSD and Gunderson on how to translate student insights into actionable policy and practice interventions in the near- and long-term. This course uniquely integrates Youth Participatory Action Research into Phase II of the project. Stanford students will not only conduct research about marginalized students but will do so alongside them. Beginning in fall quarter and leading into winter quarter, Gunderson students serving on the Promising Voices Student Advisory Board (PVSAB) will join the Stanford policy lab as co-researchers, participating in data collection, analysis, and policy development. This collaboration ensures that young people most affected by these policies are active in developing solutions and building research and policy skills that enable them to serve their community beyond the project. In turn, Stanford students are provided a distinctive opportunity to participate in community-engaged learning and research, apply technical skills and academic knowledge to real-world challenges, and contribute to positive educational outcomes for underserved students--while building genuine partnership. This policy lab is unique in that the course offers what few do: a chance to collaborate with the at-promise students it is meant to serve. TIMELINE AND EXPECTATIONS: The practicum spans three quarters. In fall, Stanford students will be introduced to rigorous qualitative research methods, develop an interview protocol, conduct individual interviews with at-promise Gunderson students, and analyze data using qualitative coding techniques. Preliminary findings will be synthesized and presented to SJUSD and Gunderson leadership for feedback. In late fall and into winter, Gunderson PVSAB students join the lab as co-researchers. Together, the team will conduct member-checking focus groups, integrate and compare findings across phases, and conduct policy and legal research to begin developing Phase II recommendations and a report outline. In spring, Stanford and Gunderson students will collaborate to draft the full Phase II report--incorporating expert peer review--and present their findings at a project convening for a broad stakeholder audience. The report will be finalized over the summer through a community feedback loop with Gunderson and SJUSD leadership. Please note that this timeline is subject to change. LOGISTICS: Students are strongly encouraged to commit to all three quarters. However, students who are only able to participate in fall and winter quarters will be considered. Fall and winter quarter labs are each 3 units. Spring quarter is variable at 1--3 units (and up to 5 for EDUC 309X) to accommodate continuing students and the shift toward report drafting and convening preparation. Class sessions will be held on Thursdays from 9:50--11:50 AM and travel arrangements to/from San José will be determined as needed among instructors and students. ENROLLMENT AND GRADING: This class is open to Stanford Law School students, Stanford Graduate School of Education students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside of Law and Education to apply, particularly students from CSRE, DAAAS, and others. Ideal students will have strong research, writing, and analytical skills, oral communications skills, and a demonstrated commitment to improving educational outcomes for all students. Students will be working together in small teams. Grading will be based on attendance, class performance and participation, collaboration with peers, engagement with high school students, written assignments, and presentations. COURSE OBJECTIVES: (1) Center the voices of marginalized students in school and district decision-making; (2) develop essential qualitative, policy, and legal research skills and apply those skills to real-world educational challenges; (3) collaborate with peers, Gunderson PVSAB students, and instructors to engage in rigorous qualitative methodologies and craft evidence-based policy recommendations for improving student outcomes, culminating in a Phase II report that influences policies and practices at Gunderson and in SJUSD; and (4) promote diverse perspectives by challenging existing beliefs about marginalized students and their communities, encouraging open-mindedness, and fostering thought-provoking conversations about contentious issues that appreciate a wide range of viewpoints. CONSENT APPLICATION AND ADDITIONAL MATERIALS: To apply for this course, students must submit a resume and writing sample via email to Dionna Rangel at drangel@law.stanford.edu. Please indicate in your email whether you are applying for fall/winter quarters only, or fall/winter/spring quarters. You must also submit a Consent Application Form at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See the Consent Application Form for instructions. All application materials are due by Wednesday, September 9 at 11:59 pm.Cross-listed with Education (EDUC 309X).
Sections
Past Offerings
Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified (809X): Despite decades of efforts to remediate racial disparities in education, low-income schools serving predominantly students of color continue to face significant challenges that perpetuate unequal educational outcomes. While no single solution can solve these complex issues, insights from the most marginalized students offer an underutilized source of knowledge that can drive more effective policies and practices. This policy lab seeks to directly address persistent disparities in education by elevating at-promise student voices in school and district decision making, reshaping our thinking around and approaches to advancing educational equity. With over 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San Jose--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at-risk" that is reflected in California education law), those who may fail to earn a high school diploma for a variety of reasons, including but not limited to low scores on standardized tests, disengagement from school, English language learner status, previous suspension or expulsion, involvement in the foster care system, houselessness, and special education. The COVID-19 pandemic has only exacerbated challenges for these students, with metrics of achievement and well-being worsening each year since 2020. Coined by Tupac Shakur and applied to education by Dr. Jeff Duncan-Andrade, the "rose that grew from concrete" is a metaphor for young people who often experience the most challenging environments but nonetheless show unmatched resilience and determination to overcome their circumstances. If these "roses" are given opportunities to talk, what would they tell us about what they need from school to succeed? Reaching this student demographic is critical for several reasons. Being the most marginalized, improving their outcomes can often improve outcomes for all students, school quality, and a district's overall health. These students also bring unique perspectives on schooling because they have benefited the least from it, which may challenge ignorance and certainty around what approaches and programs are most effective in working with them. Most importantly, at-promise students have an exceptionally high potential to make a difference in the world--an ideal that is at the core of the U.S. education system. Our society has a responsibility to help them reach that potential. In this course, Stanford students will conduct focus groups with Gunderson at-promise students to develop policy recommendations that inform school and district decision making--particularly around how to engage and improve outcomes for the most marginalized students in SJUSD. The course offers a unique opportunity for Stanford students to participate in community-engaged learning and research, apply technical skills and academic knowledge to real-world challenges, and contribute to positive educational outcomes for underserved students. It embodies the principle that higher education institutions can and should play a pivotal role in enhancing the quality of K-12 public education for all students. TIMELINE AND EXPECTATIONS: The practicum will be completed in two phases. Phase 1, Winter Quarter: Stanford students will be introduced to basic qualitative research methods, relevant literature, best practices, and impactful laws and policies. They will work collaboratively to develop an interview protocol to use for 1-2 focus groups with Gunderson students. Following data collection, students will engage in qualitative analysis and draft preliminary findings to present to SJUSD and Gunderson leaders for oral and written feedback. Phase 2, Spring Quarter: Based on preliminary findings and feedback, students will formulate interview questions and facilitate a final focus group with Gunderson students to clarify and/or confirm preliminary findings. Students will finalize and draw on their findings to conduct policy research and analysis, legal research and analysis (as needed), and develop evidence-based policy recommendations for the school and school district. Their work will culminate in a final report and presentation to Stanford, SJUSD, and Gunderson leaders in late spring. Please note that this timeline is subject to change. LOGISTICS: Ideally, practicum students would commit to participating in winter and spring quarters. However, students who are only able to participate for winter quarter will also be considered. The winter quarter lab is standard 3-units, while spring quarter lab will be variable 2-4 units to accommodate continuing students. In consultation with the instructors, students can choose how many units they want to take within the allowed range for the class. Students will be expected to perform work in proportion to the number of units for which they have registered. Requirements for each unit value will be clearly described in the course syllabus. Session meeting times and travel arrangements to/from San Jose will be determined once a final group of practicum students are selected. ENROLLMENT AND GRADING: This class is open to Stanford Law School students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside the Law School to apply, particularly students from the Graduate School of Education. Ideal students will have strong research, writing, and analytical skills, oral communications skills, and a demonstrated commitment to improving educational outcomes for all students. Students will be working together in small teams. Grading will be based on attendance, class performance and participation, collaboration with peers, engagement with high school students, written assignments, and presentations. COURSE OBJECTIVES: (1) Increase at-promise student engagement by amplifying their voices in school and district decision making; (2) equip Stanford students with essential qualitative, policy, and legal research skills and apply these skills in collecting and analyzing data to identify challenges and opportunities for at-promise students; (3) collaborate with peers and instructors to develop evidence-based policy recommendations for improving at-promise student engagement and outcomes, culminating in a final report that influences policies and practices at Gunderson and in SJUSD; and (4) promote diverse perspectives and ideologies by challenging existing beliefs about at-promise students and their communities, encouraging open-mindedness, and fostering thought-provoking conversations about contentious issues that appreciate a wide range of viewpoints. CONSENT APPLICATION AND ADDITIONAL MATERIALS: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. Additionally, students must submit a resume and writing sample via email to Dionna Rangel at drangel@law.stanford.edu. Please indicate in your email whether you are applying for winter quarter only, or winter and spring quarters. All application materials are due by Sunday, December 15 at 11:59 pm. This is a Cardinal Course certified by the Haas Center for Public Service. Cross-listed with Education (EDUC 309X).
Sections
-
2024-2025 SpringSchedule No Longer Available
-
2024-2025 SpringSchedule No Longer Available
Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified (809X): Despite decades of efforts to remediate racial disparities in education, low-income schools serving predominantly students of color continue to face significant challenges that perpetuate unequal educational outcomes. While no single solution can solve these complex issues, insights from the most marginalized students offer an underutilized source of knowledge that can drive more effective policies and practices. This policy lab seeks to directly address persistent disparities in education by elevating at-promise student voices in school and district decision making, reshaping our thinking around and approaches to advancing educational equity. With over 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San Jose--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at-risk" that is reflected in California education law), those who may fail to earn a high school diploma for a variety of reasons, including but not limited to low scores on standardized tests, disengagement from school, English language learner status, previous suspension or expulsion, involvement in the foster care system, houselessness, and special education. The COVID-19 pandemic has only exacerbated challenges for these students, with metrics of achievement and well-being worsening each year since 2020. Coined by Tupac Shakur and applied to education by Dr. Jeff Duncan-Andrade, the "rose that grew from concrete" is a metaphor for young people who often experience the most challenging environments but nonetheless show unmatched resilience and determination to overcome their circumstances. If these "roses" are given opportunities to talk, what would they tell us about what they need from school to succeed? Reaching this student demographic is critical for several reasons. Being the most marginalized, improving their outcomes can often improve outcomes for all students, school quality, and a district's overall health. These students also bring unique perspectives on schooling because they have benefited the least from it, which may challenge ignorance and certainty around what approaches and programs are most effective in working with them. Most importantly, at-promise students have an exceptionally high potential to make a difference in the world--an ideal that is at the core of the U.S. education system. Our society has a responsibility to help them reach that potential. In this course, Stanford students will conduct focus groups with Gunderson at-promise students to develop policy recommendations that inform school and district decision making--particularly around how to engage and improve outcomes for the most marginalized students in SJUSD. The course offers a unique opportunity for Stanford students to participate in community-engaged learning and research, apply technical skills and academic knowledge to real-world challenges, and contribute to positive educational outcomes for underserved students. It embodies the principle that higher education institutions can and should play a pivotal role in enhancing the quality of K-12 public education for all students. TIMELINE AND EXPECTATIONS: The practicum will be completed in two phases. Phase 1, Winter Quarter: Stanford students will be introduced to basic qualitative research methods, relevant literature, best practices, and impactful laws and policies. They will work collaboratively to develop an interview protocol to use for 1-2 focus groups with Gunderson students. Following data collection, students will engage in qualitative analysis and draft preliminary findings to present to SJUSD and Gunderson leaders for oral and written feedback. Phase 2, Spring Quarter: Based on preliminary findings and feedback, students will formulate interview questions and facilitate a final focus group with Gunderson students to clarify and/or confirm preliminary findings. Students will finalize and draw on their findings to conduct policy research and analysis, legal research and analysis (as needed), and develop evidence-based policy recommendations for the school and school district. Their work will culminate in a final report and presentation to Stanford, SJUSD, and Gunderson leaders in late spring. Please note that this timeline is subject to change. LOGISTICS: Ideally, practicum students would commit to participating in winter and spring quarters. However, students who are only able to participate for winter quarter will also be considered. The winter quarter lab is standard 3-units, while spring quarter lab will be variable 2-4 units to accommodate continuing students. In consultation with the instructors, students can choose how many units they want to take within the allowed range for the class. Students will be expected to perform work in proportion to the number of units for which they have registered. Requirements for each unit value will be clearly described in the course syllabus. Session meeting times and travel arrangements to/from San Jose will be determined once a final group of practicum students are selected. ENROLLMENT AND GRADING: This class is open to Stanford Law School students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside the Law School to apply, particularly students from the Graduate School of Education. Ideal students will have strong research, writing, and analytical skills, oral communications skills, and a demonstrated commitment to improving educational outcomes for all students. Students will be working together in small teams. Grading will be based on attendance, class performance and participation, collaboration with peers, engagement with high school students, written assignments, and presentations. COURSE OBJECTIVES: (1) Increase at-promise student engagement by amplifying their voices in school and district decision making; (2) equip Stanford students with essential qualitative, policy, and legal research skills and apply these skills in collecting and analyzing data to identify challenges and opportunities for at-promise students; (3) collaborate with peers and instructors to develop evidence-based policy recommendations for improving at-promise student engagement and outcomes, culminating in a final report that influences policies and practices at Gunderson and in SJUSD; and (4) promote diverse perspectives and ideologies by challenging existing beliefs about at-promise students and their communities, encouraging open-mindedness, and fostering thought-provoking conversations about contentious issues that appreciate a wide range of viewpoints. CONSENT APPLICATION AND ADDITIONAL MATERIALS: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. Additionally, students must submit a resume and writing sample via email to Dionna Rangel at drangel@law.stanford.edu. Please indicate in your email whether you are applying for winter quarter only, or winter and spring quarters. All application materials are due by Sunday, December 15 at 11:59 pm. This is a Cardinal Course certified by the Haas Center for Public Service. Cross-listed with Education (EDUC 309X).
Sections
-
2024-2025 WinterSchedule No Longer Available
-
2024-2025 WinterSchedule No Longer Available