According to the study co-authored by Stanford Graduate School of Education Professor Thomas Dee, children who started kindergarten a year later showed significantly lower levels of inattention and hyperactivity, which are jointly considered a key indicator of self regulation. The beneficial result was found to persist even at age 11.
“We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11,” Dee said, “and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.”
We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11 and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.
That was the moment, "when I knew that the debate was shifting into the larger context in Washington that was all about seeking partisan advantage," says Stanford University professor Thomas Dee, who heads the school's Center for Education Policy Analysis.
The charged rhetoric often drowned out teachers' legitimate concerns about how to put Common Core into action inside the classroom, Dee says. "It is such a heavy lift to ask the nation's teachers to reinvent their teaching practices around these standards."
The ongoing debate over the standards, in many ways, shows the limitations of the federal role reform in America's highly decentralized education system.
Congress "essentially ceded power to the executive branch," said Thomas Dee, professor of education and director of the Stanford Center for Education Policy Analysis. "This created a lot of innovation in the field that we could study and learn from, but it also was the beginning of the sense that top-down reforms are sometimes not what people want. I really admire his commitment, but the jury is still out on his legacy."
Congratulations to Sean Reardon, the endowed Professor of Poverty and Inequality in Education!!! He’s 2015 Spencer Foundation Lectureship Recipient. The Spencer Foundation Lecture recognizes noteworthy contributions through research and analysis in the field of education policy and management.
Sean Reardon's work explains how the achievement gap exists before children start kindergarten, and research by Rachel Valentino, PhD ’15, reveals that public prekindergarten programs offer minorities and the poor a lower-quality education
Domingue's new research finds a causal connection between genotypes and how far you go in school.
A new study by Ben Domingue, assistant professor at Stanford Graduate School of Education, finds that genetic differences between siblings is associated with how many years of education achieved.
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?
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.
“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.”
Sean Reardon's new research reveals troubling patterns of racial segregation that could constrain upward mobility for black and Hispanic families.