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July 16, 2015 , The Huffington Post

Here's one genuinely brilliant use for text messages.

 A little tech goes a long way.

An initiative out of Stanford University has found success in boosting preschoolers’ test scores by sending basic text messages to their parents. The texts, which are sent three times a week during the school year, suggest simple literacy-boosting activities for parents to do with their kids at home.

June 29, 2015 , contexts

It’s certainly not news to most sociologists that racial residential segregation in the United States remains high, and that economic segregation has increased considerably in recent decades. But how do these two patterns interact in the current residential landscape? In a new paper, Sean Reardon, Joe Townsend, and I describe the joint patterns of racial and economic segregation using data from the decennial census and the American Community Survey (ACS). We found that households of different races, but the same income, live in neighborhoods with very different economic and racial compositions. Moreover, these patterns vary substantially across the United States. Most troubling is our finding that Black and Hispanic households tend to live in much poorer neighborhoods than White households with the same income.

June 24, 2015 , The New York Times

A Stanford University randomized trial examined a simple, inexpensive program called Ready4K!, which simply sent three text messages a week to parents to encourage them to read to their preschoolers — and it was astonishingly successful. Parents read more to children, who then experienced learning gains — and this was particularly true of black and Hispanic children. And because this was text messaging, the cost was less than $1 a family for the whole school year.

June 24, 2015 , The Washington Post

Poor whites tend to live in more affluent neighborhoods than do middle- class blacks and Latinos, a situation that leaves those minorities more likely to contend with weaker schools, higher crime and greater social problems, according to a new study.

June 24, 2015 , The New York Times

“I was surprised by the magnitude,” said Sean Reardon, a professor at the Stanford Graduate School of Education and the paper’s lead author. “I thought comparing people at exactly the same income level would get rid of more of the neighborhood differences than it did.”

June 24, 2015 , Stanford Graduate School of Education

Sean Reardon's new research reveals troubling patterns of racial segregation that could constrain upward mobility for black and Hispanic families.

May 21, 2015 , Stanford Graduate School of Education

Researchers at Stanford University Graduate School of Education will share in a $1.6 million grant from the U.S. Department of Education’s Institute of Education Sciences to launch a three-year study of virtual schooling in Florida.

The study will explore how virtual schooling options affect students’ course progression, academic achievement and teacher effectiveness. Virtual schools have expanded rapidly in many states including Florida.

May 13, 2015

Congratulations to Ken Shores for receiving the National Academy of Education/Spencer Dissertation Fellowship 2015. Ken is a doctoral candidate in the Administration and Policy Analysis program at Stanford University. He received his B.S. in Economics from the University of Rhode Island in 2003. Prior to coming to Stanford, he was a teacher for five years in Pueblo Pintado, a small Navajo community in the northwest region of New Mexico. He also taught for two years in Quito, Ecuador. Ken studies patterns and trends of educational inequality and the political tools at our disposal for addressing these inequalities. Currently, he is investigating the effects of court-ordered school finance reform using factor methods applied to panel data, and he is developing techniques for constructing welfare-adjusted NAEP scale scores..

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