Translating Evidence into Improvement
Translating Evidence into Improvement

News

April 21, 2014

Congratulations to Eric Taylor and Ilana Umansky for receiving National Academy of Education/Spencer Dissertation Fellowship 2014-2015. The Dissertation Fellowship Program seeks to encourage a new generation of scholars from a wide range of disciplines and professional fields to undertake research relevant to the improvement of education. These $25,000 fellowships support individuals whose dissertations show potential for bringing fresh and constructive perspectives to the history, theory, or practice of formal or informal education anywhere in the world.

April 08, 2014 , Policy Analysis for California Education

In a study we conducted that was recently published in Educational Evaluation and Policy Analysis, we look at one strategy for addressing the concerns above and increasing persistence in college: individualized student coaching. We present evidence from a randomized experiment conducted in conjunction with InsideTrack, an independent student coaching service. Over the course of two separate school years, InsideTrack provided coaching to randomly assigned students attending public, private, and proprietary universities. Most of the participating students were non-traditional college students enrolled in degree programs.

April 07, 2014 , Washington Times

“I think they have a mixed record, frankly. Race to the Top was a little different because instead of giving everybody a little bit of money, they insisted that individual states tell them what they would do with the money,” said Eric Hanushek, a senior fellow at Stanford University’s Hoover Institution who specializes in the economic analysis of educational issues.

April 03, 2014 , Defining Ideas

Over the last two decades, research on student achievement has pinpointed the central role of teachers. While other factors—families, peers, neighborhoods—are obviously elements in a student’s learning, it is the school and particularly the teachers and administrators that are given the public responsibility for the education of our youth. There is a general consensus that improving the effectiveness of teachers is the key to lifting student achievement, although questions remain about how best to do this.

March 26, 2014 , Stanford Report

A Stanford researcher, working with student-athletes at an East Coast college, found that some athletes suffer academically from the "dumb jock" stereotype. Professor Thomas Dee suggests that coaches and advisers talk with student-athletes about the phenomenon.

March 26, 2014 , Education Week

After delving more deeply into specific practices and behaviors of instructional leadership, however, researchers Susanna Loeb and Ben Master of Stanford University and Jason Grissom of Vanderbilt University, found that classroom "walk-throughs"—the most typical instruction-related activity of principals in Miami-Dade schools—were negatively associated with student performance, especially in high schools.

March 25, 2014 , Stanford Report

The first focuses on how long it takes non-English-speaking students to reach English proficiency and be reclassified out of English learner (EL) status. The second looks at the same students' academic trajectories over time, comparing outcomes of four English-learner instructional program types.

March 18, 2014

Thomas Dee, professor of Stanford Graduate School of Education, is elected to Board of Directors at the 39th Annual Conference of Association for Education Finance and Policy (AEFP).

March 17, 2014 , Education Week

The study—commissioned by the San Francisco district and conducted by Sean Reardon at Stanford—compared the progress of English-learners as they moved from kindergarten through elementary grades and into middle school by looking at their scores on California's annual English-language proficiency tests, the rates at which they were reclassified as English-fluent, and their scores on state exams. The study also looked at the differences in effectiveness between the district's two largest groups of ELLs: Chinese speakers and Spanish speakers.

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