Gardner Center staff produce a wide range of publications, from articles in peer-reviewed journals to research reports for community partners, case studies, and more.
Gardner Center staff produce a wide range of publications, from articles in peer-reviewed journals to research reports for community partners, case studies, and more.
Long-Term English Learners are students who have been classified as English Learners for more than seven years — and Gardner Center research sheds important light on who these students are and what they need to thrive.
A small study of high school freshman and parents identified practices that can foster a sense of belonging during the significant transition from middle school to high school.
A five-year study of a college access program in San José shows how communities can support youth in underserved neighborhoods pursue a path toward postsecondary education.
With guidance from the Gardner Center, student fellows from Hawai‘i conducted a research project to document students’ journeys to postsecondary success and offer recommendations to the Hawai‘i Community Foundation, the project sponsor.
Since 2020, the Gardner Center has been following over 500 students participating in the San Jose Aspires program to examine the relationship between their participation and their readiness for and persistence in higher education.
California law now requires that school districts report outcomes for Long-Term English Learners, and new Gardner Center research identifies real-world improvements to the reclassification process as a way to support their academic success.
San Mateo County seeks to be a good steward of “community data”—information regarding residents’ demographics, experiences, perspectives, and needs. Funded by Stanford's Office of Community Engagement, the Gardner Center partnered with the county to conduct a landscape analysis to understand how, to what extent, and why departments, units, and supervisorial districts gather and use community data as a way to identify strategic opportunities for advancing the county’s goals.
Research led by Thomas Dee shows that a new college-level AP Computer Science class — focused on concepts in computing — draws more female, Black, and Hispanic students without affecting participation in the original course and increases participation in other AP subjects.
Between 2020 and 2024, the Gardner Center supported six cohorts of youth researchers to engage in qualitative research studies of their peers. This brief summarizes common themes across these six studies, particularly as they pertain to the factors that supported or complicated student experiences on their journeys to and through college.
San Mateo County's SPARK program (Shaping Positive and Resilient Kids) was developed to ensure that children living in homes affected by domestic violence receive the support they need to heal and thrive. The Theory of Change developed by the Gardner Center provides a framework for the county to understand and track the program's progress.
This study examines a controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) that delayed Algebra I until ninth grade for all students.
The Gardner Center documented the implementation and benefits of a mental health crisis response pilot program in San Mateo County, California.
The Theory of Change for San Mateo County's CWCRT Pilot Program describes the problem, core program elements, outcomes, and program goals; it lays the foundation for the systematic study of the program's impact.
This research brief tackles how the critical component of dispatch was implemented as part of San Mateo County's Community Wellness and Crisis Response Team Pilot Program.
This report details the complementary roles of law enforcement and clinicians when co-responding to a mental health-related emergency.
This implementation brief focuses on a defining feature of the CWCRT program that makes it unique from more traditional emergency response strategies: clinician follow-up focused on supporting continuity of care.
This study examines an innovative district-level reform to support ninth-grade students who are struggling with math, resulting in increased achievement and attendance.
Graduate student and former fellowship recipient Yesenia Aguilar reflects on how the YPAR model helps young people develop knowledge, habits, skills, and mindsets that are central to civic engagement.
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