Harold W. McGraw, Jr. Prize in Education winners have dedicated their careers to transforming education for students in pre-K through higher education to make a difference in their lives today and in the future.
The 2020 McGraw Prize winners, Estela Bensimon (Higher Education), Michelene Chi (Learning Science Research), and Joseph Krajcik (Pre-K–12), were recognized during the virtual McGraw Prize in Education Celebration for their achievements.
“This year’s Prize winners are outstanding leaders who have devoted their careers to closing gaps and accelerating educational opportunity to all students,” said Harold McGraw III, former Chair, CEO, and President of The McGraw Hill Companies. “Dr. Bensimon’s groundbreaking work to advance equity in higher education, Dr. Krajcik’s innovations to improve science, and Dr. Chi’s pioneering research to promote active and engaged student learning represent profound and lasting achievements.”
Moving from Diversity to Equity in Higher Education
Estela Bensimon (University of Southern California) has dedicated her career to solving racial inequity and fighting for racial justice in order to build a better system of higher education for all students nationwide. Bensimon’s equity scorecard process stimulated a paradigmatic shift in higher education, inspiring faculty and administrators to accept institutional responsibility for student success. Through the Center for Urban Education, Dr. Bensimon's methods for recognizing and addressing racialized behavior have reached more than 600 higher education institutions and university systems.
Illuminating How Students Learn
Michelene Chi (Arizona State University) has shaped our understanding of how students learn, transforming how educators teach science to students of all ages. Dr. Chi’s work has advanced our understanding of how active learning, self-explanation, and learning in interactive settings can increase student understanding and retention to ultimately reduce achievement gaps.
Igniting Joy in Science Learning
Joseph S. Krajcik (Michigan State University) has worked with science teachers to reform teaching in order to promote student engagement in and the learning of science through project-based learning. He led the development of the Next Generation Science Standards and the framework on which they’re based, leading to advancements in science education that have been adopted by teachers, districts, and states across the nation and impacted systems worldwide. His work has opened the door for traditionally marginalized students to learn like scientists—and ultimately become scientists.
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