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ResearchWhile most Americans strongly support civics education in schools, partisan divide on DEI policies and free speech on college campuses remains
A new report published by the USC Center for Applied Research, in partnership with the USC EdPolicy Hub, details findings from the third annual survey of U.S. adults on their opinions on education issues.
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Rossier News2025 Breakthrough Leadership Institute empowers educators and school leadership
Leading the change, USC Rossier’s premier event is dedicated to education reimagining, innovation and transformation.
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ResearchUSC CANDLE establishes Innovation Lab with major grant from Bezos Family Foundation
With the two-year grant, the center aims to transform education through neuroscience-informed pedagogical innovation.
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Rossier NewsUSC Rossier to launch new executive cohort for EDL online students
Beginning in fall 2025, the cohort will prepare senior K–12 leaders for the unique challenges of leading school systems.
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Education NewsBridging theory to practice
A new partnership at 54th Street Elementary School is bringing MAT students and faculty into local classrooms.
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Rossier NewsInnovative partnership announced to enhance equity in K–12 math education
New project is made possible through a Bill & Melinda Gates Foundation Grant.
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Education NewsThe fight for education
Analysis from education policy experts provides a measured look into the high-stakes battles taking place at school board meetings.
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Alumni StoryBehind a district's rise to success
With a pedagogical framework focused on deep learning and an emphasis on partnerships, Alfonso Jiménez EdD ’12 is putting Hacienda La Puente Unified School District on the map.
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Alumni StoryFrom insolvency to success
How superintendent and recently appointed BOC member Darin Brawley EdD ’17 transformed Compton Unified School District through a focus on STEAM and data-driven decision-making.
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ResearchTeacher expectations of Black students affect how they benefit from 1:1 technology programs
In a new paper authored by USC Rossier professor Brendesha Tynes and graduates, Josh Schuschke PhD ’20 and Ashely Stewart PhD ’21, raised teacher expectations were found to be particularly beneficial for Black students.