"District leaders need to steer large and complex organizations toward the key social goal of providing excellent educational opportunities for students. Many education leaders have had little opportunity to learn the strategic leadership skills that can help them with this difficult task," said Susanna Loeb, professor of education at the GSE and faculty co-director of EPEL.
Loeb said the hope with EPEL is to provide the educational opportunities and also a place for superintendents and other district leaders to learn from each other.
"With new standards and a new system of accountability in California, the challenge today is particularly intense," she said. "Our aim is the bring the resources of Stanford to help them meet their goals."
Dean Deborah Stipek announced in an email to the Graduate School of Education that Bryan Brown and Thomas Dee will serve as new associate deans.
Researchers have found that sending parents a simple text message that includes tips for improving their child’s literacy can have a positive effect.
Studies show that by age four, kids from low-income households will hear 30 million less words than their more affluent counterparts, who get more quality face-time with caretakers. That means the already disadvantaged are falling behind before the academic race has even begun. Educators have so far been largely unsuccessful when it comes to finding ways to bridge the so-called “word gap.”
Two researchers at Stanford University, Eric P. Bettinger and Rachel Baker, analyzed an innovative counseling program in which a professional academic coach calls at-risk students to talk about time management and study skills. The coach might help a student plan how much time to spend on each class in the days approaching finals, for example. The results are impressive, with coached students more likely to stay in college and graduate. This program is more expensive than texting — $500 per student, per semester — but the effects persist for years after the coaching has ended.
Can nudges help younger children? Susanna Loeb and Benjamin N. York, both also at Stanford, developed a literacy program for preschool children in San Francisco. They sent parents texts describing simple activities that develop literacy skills, such as pointing out words that rhyme or start with the same sound. The parents receiving the texts spent more time with their children on these activities and their children were more likely to know the alphabet and the sounds of letters. It cost just a few dollars per family.
Recently, Stanford University researchers Rachel Valentino and Sean Reardon examined the academic achievement of dual language learners enrolled in four types of instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Their study provided a unique picture of how instructional program type influences DLLs’ ELA and Math achievement trajectory from kindergarten entry through middle school. Importantly, it also captures variations between students of different ethnicities (Latino and Chinese) and initial English proficiency levels.
Though California has embraced new Common Core State Standards so far, parents and educators may feel differently once students produce lower test scores later this year, said Michael Kirst, president of the state Board of Education.
Kirst expects an immediate dip in test scores as students take Common Core tests for this first time this spring, he said in a wide-ranging discussion with The Sacramento Bee’s editorial board. That has occurred in other states, such as New York, where a backlash ensued when Common Core test results were lower than expected.
The 2015 RHSU Edu-Scholar Public Presence Rankings were released this week and record number of CEPA faculty scores high marks on the list. Of the 200 education scholars ranked, 11 CEPA affiliate faculty and faculty made the list: Eric Hanushek (15), Martin Carnoy (24), Michael W. Kirst (31), Caroline Hoxby (33), Susanna Loeb (51), Sean Reardon (62), Rob Reich (94), Thomas Dee (119), Mitchell Stevens (127), Edward H. Haertel (154), Eric Bettinger (161)
Conventional wisdom (backed by many research studies) holds that students benefit from smaller classes. They receive more personal attention from instructors, who can spend more time evaluating each assignment turned in and can spend more time with each student. Many rankings systems reward colleges for small class sizes. Many potential undergraduates judge colleges on the availability of small classes.
The study, published last week in the journal Educational Researcher, looks at the average SAT scores of newly certified and hired teachers in New York state over the past 25 years. In analyzing the data, researchers found that average SAT scores for teachers began rising around 1999 relative to the rest of the population. The researchers caution that SAT scores are an imperfect measure of intelligence, though they contain useful insight.