- January 26, 2016
- January 25, 2016
“We found that a disproportionate share of low-performing teacher exits are from high-poverty schools,” explained Thomas S. Dee, professor of education at Stanford and an author of the study. “Our results indicate that DCPS is able to accurately identify low-performing teachers and consistently replace them with teachers who are more effective in raising student achievement, particularly in high-poverty schools.”
- January 25, 2016
Students achievement increased when ineffective teachers were asked to leave.
Schools across the country, especially those in low-income neighborhoods, struggle to recruit and retain teachers, an effort made more difficult by the nationwide teacher shortage and a dwindling number of people entering the profession.
A growing body of evidence shows that teacher turnover, especially the high turnover rates in many of the most underserved communities, reduces student achievement.
So why is one urban school system proactively asking teachers to leave?
- January 20, 2016
- January 14, 2016
“I was surprised that this particular course could have such dramatic effects on the academic outcomes of at-risk kids,” said Thomas S Dee, a professor at Stanford who co-authored the study with postdoctoral researcher Emily Penner. “If I was reading a newspaper with results like this, I would read it with incredulity, [but] the results were very robust.”
- January 14, 2016, Fusion
Stanford researchers have found that at-risk students’ academic performance rose dramatically after being enrolled in classes that explore race and ethnicity. “I was surprised that this particular course could have such dramatic effects on the academic outcomes of at-risk kids,” Professor Thomas S. Dee, one of the study’s co-authors, told The Guardian. “If I was reading a newspaper with results like this, I would read it with incredulity, [but] the results were very robust.”
- January 12, 2016
New research shows gains in attendance and GPA of at-risk high school students from incorporating culturally relevant pedagogy.
"What's so unique about this program is the degree to which it helped the students who took it,” said Emily Penner, co-author of the paper and a post-doctoral researcher at the GSE. "Schools have tried a number of approaches to support struggling students, and few have been this effective. It’s a novel approach that suggests that making school relevant and engaging to struggling students can really pay off.”
- January 06, 2016
The 2016 RHSU Edu-Scholar Public Influence Rankings were released this week and CEPA faculty scores high marks on the list. Of the 200 education scholars ranked, 10 faculty made the list: Eric Hanushek (14), Michael W. Kirst (22), Martin Carnoy (28), Caroline Hoxby (49), Susanna Loeb (62), Sean Reardon (84), Thomas Dee (100), Edward H. Haertel (169), Mitchell Stevens (179), Eric Bettinger (181).
- December 30, 2015
Reason for despair: Improved education is the key to the future for the U.S., as our economy depends on having a highly skilled workforce. While most people give lip service to the desire to improve schools in order to invest in the future, they often stop short of endorsing any significant changes in the schools. This reflects, in my opinion, two factors—an imperfect understanding of just how important quality schooling is for the country and complacency with the current situation. The complacency enters from the fact that the U.S. remains a wealthy country, leading to a sense that maybe it is alright just to keep going along as we are. From this complacency springs a myopia that is difficult to overcome but that could harm the future of the country.
- December 17, 2015
- December 17, 2015
“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean F. Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.”
- December 07, 2015, Good
When they looked at existing early literacy programs, Loeb and York found that in addition to the scheduling challenges of getting to an in-person workshop, parents struggled to retain the amount of information provided in “one fell swoop,” as York puts it. So they set out to “use technology to address the access issue and take a new approach by breaking down the complexities of parenting,” York explains. “It became clear very quickly that text messaging was the ideal technology.”
- November 10, 2015
It may be no coincidence that more parents have started to delay their children’s school entry. Our growing understanding of child development and the continuing improvements in assessing their school-readiness suggests that we can do better. For example, we can support parents who are making school-entry decisions with individual assessments of when their child is ready for the transition.
- October 30, 2015
- October 27, 2015
- Morgan Polikoff on Up to standards? Studying the implementation of college and career-ready standardsOctober 26, 2015