Translating Evidence into Improvement
Translating Evidence into Improvement


October 15, 2014 , Stanford Graduate School of Education

The newly created positions are intended to improve educational technology and provide greater equity in educational opportunities.

The Stanford Graduate School of Education has established two new endowed faculty chairs — one for the study of educational technology, the other for the study of poverty and inequality in education — and appointed, respectively, professors Dan Schwartz and Sean Reardon, as the inaugural recipients of these chairs.

October 07, 2014 , Education Week

By Sarah D. Sparks

Want to find a better teacher for English-language learners? Start by looking for teachers who add the most value for any students, rather than limiting the search to those who may have had specialized training to work with ELLs.

September 17, 2014 ,

Perhaps there are people who know from early life what they want to do for their life’s work, but I suspect they are rather rare. The actual process of getting to the right place, at least from my experience, involves a series of iterations that require learning one’s own skills, matching skills with life plans and objectives, and probably something that looks a lot like luck. This essay represents my attempt to extract the separate facets of arriving at my current position as an economist who tries to match evidence about education with policy.

September 04, 2014 , New York Post

This fall Teach for America welcomes its “most diverse” corps in its history, according to a recent press release, with 50 percent of its teachers identifying as people of color.

“We’re proud that our incoming corps is more diverse than it’s ever been,” said Elisa Villanueva Beard, the group’s co-CEO. “We know that teachers from all backgrounds can have a meaningful impact on their students’ trajectories.”

Really? How meaningful?


July 29, 2014 , EdSource

A Stanford University study of a 60,000-student district in California, which is unnamed as part of an agreement between researchers and the district, looked at 12 years of English learner data. Researchers found that many students enrolled in English immersion classes, which focus on teaching English and offer no instruction in students’ primary language, were reclassified as fluent in English before finishing elementary school, said Ilana Umansky, now an education professor at the University of Oregon and co-author of the study. That jump start didn’t help them in middle school, though, when their peers who had been enrolled in bilingual or dual immersion classes began getting reclassified and performed better on tests that measure academic proficiency.

July 22, 2014 , Education Week

Doubling up on math classes for a year may help middle school students in the short term, but the benefits of doing so depreciate over time—and are likely not worth the price of missing out on instruction in other subjects, according to a new study published by Stanford University's Center for Education Policy Analysis. 

July 18, 2014 , Stanford Report

Eric Taylor, a PhD student who studies the economics of education at Stanford's Center for Education Policy Analysis, found that increasing the amount of time struggling students spend in math class improved math test scores, but the gains did not last in the long run. Spending more of the school day in math class also may have had unforeseen costs.

The most recent National Assessment of Educational Progress (NAEP) labeled two-thirds of U.S. students aged 14 to 15 as "not proficient" in math. They would, for instance, have had trouble solving a problem with unit conversions, such as converting fluid ounces to quarts, or identifying lines of symmetry in shapes.

July 11, 2014 , Inside Higher Ed

When the teacher and poet Taylor Mali declares, “I can make a C+ feel like a Congressional Medal of Honor and an A- feel like a slap in the face,” he testifies to the powerful ways teachers can use emotions to help students learn and grow.  Students -- and their parents -- put a great deal of trust in college educators to use these powers wisely and cautiously. This is why the unfolding debacle of the Facebook emotional contagion experiment should give educators great pause.


Subscribe to News