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March 24, 2015 , Slate

When people say Americans are dividing along class lines, they usually mean it as a metaphor. But it's also true in a literal sense. When it comes to where we live, the rich, poor, and shrinking middle class have been moving further apart. Cornell University's Kendra Bischoff and Stanford University's Sean Reardon report that in 1970, 65 percent of U.S. families resided in middle-income neighborhoods. By 2009, that number was down to 42 percent. Meanwhile, the fraction of households in very affluent or very poor neighborhoods more than doubled.

March 03, 2015 , Education Week

By Sarah D. Sparks

The academic strength of new teachers has been getting better, not worse, for the last decade, according to a new longitudinal study of educators in New York state.

Moreover, academically strong teachers are becoming more equitably distributed across all public schools—both high- and low-poverty—that serve the Empire State's 2.7 million public K-12 students.

February 27, 2015 , Too Much

Racial segregation dominated the American residential landscape for generations. We can’t afford, suggests the research of Stanford’s Sean Reardon, to let economic segregation have anywhere near as long a run.

Just how apart? And what does this apartness mean for the rest of us? Researchers like Stanford sociologist Sean Reardon and his collaborator Kendra Bischoff of Cornell have been exploring questions like these. Too Much editor Sam Pizzigati recently spoke with Reardon about our economic segregation — and why it so matters.

February 03, 2015 , Stanford Graduate School of Education

"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."

January 29, 2015 , Stanford Graduate School of Education

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.

January 28, 2015 , The PBS NewsHour

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.”

January 17, 2015 , The New York Times

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.

January 16, 2015 , New America EdCentral

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.

January 13, 2015 , The Sacramento Bee

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.

January 07, 2015

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)

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