- July 31, 2017
Decades of highly influential, qualitative scholarship have examined how culturally relevant pedagogy (CRP) and curricula can unlock the academic potential of historically underserved students. This research stresses the importance of aligning classroom content to students' out-of-school experiences, affirming students' cultural competencies and developing their social and political awareness. However, until recently, there has been relatively little quantitative evidence on the educational impact of culturally relevant practices.
- July 25, 2017
“Evidence on the importance of early-grades learning for later-life outcomes suggests that a system that pushes schools to concentrate ineffective teachers in the earliest grades could have serious unintended consequences,” write Jason Grissom of Vanderbilt and Demetra Kalogrides and Susanna Loeb of Stanford, the authors of the study.
- Some Schools Much Better Than Others at Closing Achievement Gaps Between Their Advantaged and Disadvantaged StudentsJuly 24, 2017
Important new work by Reardon and his collaborators shows that not only test scores but also racial test score gaps vary dramatically across American school districts. In this latter paper, Reardon and coauthors report that while racial/ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.
- July 20, 2017
"The combination of rising income inequality and rising tuitions has meant that middle-class families increasingly can’t afford private schooling," said Sean Reardon, a Stanford University professor of poverty and inequality in education, who co-authored the study with Harvard University economist Richard Murnane.
- July 14, 2017
Kindergarten, first grade, and second grade are often free of the high-stakes testing common in later grades — but those years are still high-stakes for students’ learning and development.
That means it’s a big problem when schools encourage their least effective teachers to work with their youngest students. And a new study says that the pressure of school accountability systems may be encouraging exactly that.
- July 10, 2017
Grisson and Loeb make the case that getting principals to stop inflating evaluations and "give 'truer' ratings" would allow for struggling teachers to get more accurate feedback and pave the path for those who don't improve to leave the profession. They do caution that these changes won't happen without the sort of training that allows principals to "conduct high-quality evaluations that are consistent with district goals and to have constructive feedback conversations."
- July 07, 2017, AL.com
Stanford's Educational Opportunity Monitoring Project has dug deeply into available data, searching for what other factors beyond poverty might be influencing the black-white achievement gap.
Researcher Sean Reardon studied the multiple factors that contribute to the gap, using more than 200 million test scores from schools and districts across the country.
Reardon and his fellow researchers wanted to see which factors are most closely correlated with the achievement gap. They looked at two sets of factors that account for about three-fourths of the gap.
- June 19, 2017
- May 30, 2017
- May 25, 2017
Congratulations to Jing Liu for receiving 2017 National Academy of Education/Spencer Dissertation Fellowship.
Jing Liu is a Ph.D. candidate in Economics of Education at the Stanford Graduate School of Education. He earned his B.A. in Economics in 2011 and M.A. in Economics of Education in 2013, both from Peking University, China. He also earned a M.A. in Economics in 2016 from Stanford University. His research mainly focuses on using computational social science methods, especially “text as data”, to measure beneficial teacher and peer practices and evaluate their effects in K-16 classrooms. His work has appeared in Journal of Policy Analysis and Management and AERA Open.
- May 22, 2017
- Jason Fletcher on Environmental Shaping of Effects of Individual Endowments in Processes of Social MobilityMay 09, 2017
- May 08, 2017
Researchers Camille Whitney of Mindful Schools and Jing Liu of Stanford University tracked class-by-class attendance for more than 50,000 middle and high school students in an urban district from 2007-08 to 2012-13. They found that missing individual classes accounted for as many total missed days as full-day absences—added all up, the chronic absenteeism rate rose from 9 percent to 24 percent of the district's secondary students.
- May 08, 2017
- May 02, 2017
In a separate study, Heather Hough, Demetra Kalogrides, and Susanna Loeb of Stanford found 5 percent of the differences in schools' math growth in elementary school and 6 percent of the differences in math growth in middle schools, as well as 11 percent of the differences in high schools' graduation rates, could be explained by differences in their school climate and student-reported social skills. That was the case even after controlling for school demographics and quality indicators, like teacher quality. Combining the results of the student social-skills surveys and school climate surveys accounted for 21 percent of the difference in math scores for the lowest-performing 5 percent of low-performing schools.
- April 27, 2017
"We really emphasize that the news articles on shortages tend not to be all that nuanced and the issue of shortage is a lot more nuanced than the public policy discussion," Dan Goldhaber told Education Week. He is director of the Center for Education Data and Research at the University of Washington and a coauthor of the report along with Thomas S. Dee, the associate dean for faculty affairs at Stanford University.