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-LAW 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 LAW 25,LAW 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/LAW 02/LAW 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:LAW 50--LAW 11:LAW 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 LAW 11:LAW 59 pm.Cross-listed with Education (EDUC 309X).
3 units · Law Honors/Pass/Restrd Cr/Fail
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).
Offered in Autumn 2026, Winter 2027, Spring 2027 at Stanford University.