- February 28, 2017
Proponents of “school choice” say that voucher programs – which allow parents to use state education funds to enroll their children in private schools – promote learning by providing access to different types of schools and by fostering competition that motivates public schools to improve.
- February 27, 2017
- February 13, 2017
The release of a new report on the effects of School Improvement Grants (SIG), part of the American Recovery and Reinvestment Act aimed at improving the nation’s lowest performing schools, called into question the viability of improving low-performing schools at scale. The report stated that, “Implementing a SIG-funded model had no impact on math or reading test scores, high school graduation, or college enrollment.”
- February 09, 2017
The strongest correlates of achievement gaps are local racial/ethnic differences in parental income, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns.
- January 31, 2017
- January 30, 2017
- January 26, 2017
- January 12, 2017
The 2017 RHSU Edu-Scholar Public Influence Rankings were released this week and CEPA faculty and alumni* scores high marks on the list. Of the 200 education scholars ranked, 12 faculty and alumni* made the list: Eric Hanushek, Michael W. Kirst, Sean Reardon, Martin Carnoy, Susanna Loeb, Caroline Hoxby, Thomas Dee, Katharine Strunk*, Edward H. Haertel, Daphna Bassok*, Jason Grissom*, Eric Bettinger.
- January 09, 2017
- Six-minute cellphone call improves student enrollment, teacher attendance in Pakistan, Stanford study findsDecember 15, 2016
“The program cost about $50 per school and it increased enrollment by roughly 12 students in the typical primary school for girls,” Thomas Dee said. “The fact that one could drive improvement in such an important outcome at low cost is extraordinarily exciting to me,” added Thomas Dee
- December 08, 2016
- November 15, 2016
The decline of the middle class is the key factor in America’s deepening divide between rich and poor. The share of American families living in middle class neighborhoods fell from nearly two-thirds (65 percent) in 1970 to 40 percent in 2012, according to a recent study by Sean Reardon and Kendra Bischoff. At the same time, the share of American families living in either all-poor or all-affluent neighborhoods more than doubled, increasing from roughly 15 percent to nearly 34 percent.
- October 27, 2016
- October 09, 2016
Socioeconomic status and academic achievement are less correlated in Virginia than in most other states, according to recent study by a Stanford University researcher.
Sean Reardon, Stanford’s endowed Professor of Poverty and Inequality in Education, gave a lecture Friday at the University of Virginia. The talk was sponsored by EdPolicyWorks, a collaboration between UVa’s Curry School of Education and Frank Batten School of Leadership and Public Policy.
- Researchers from Stanford, Brown and University of Michigan receive $4.9 million to examine Common CoreOctober 04, 2016
Sean Reardon and colleagues will study the Common Core's impact on classroom instruction, social disparities and achievement.
The Spencer Foundation and the William T. Grant Foundation have awarded a team of researchers from the University of Michigan, Brown University and Stanford University nearly $5 million for the first phase of a five-year analysis of the Common Core State Standards Initiative, a controversial initiative to overhaul academic achievement standards for K-12 students nationwide.
- September 21, 2016
I thought of the Shanghai teachers' experiences recently when I read about a new study that looked at the effects of teacher teams. The study, by researchers at the University of Washington, Stanford University, and Vanderbilt University, found that when an effective teacher joins a teacher team, students of all of the teachers in the team improve their mathematics scores. In addition, the study found that when an ineffective teacher joins the team, the other teachers' students' performance does not go down. In other words, teacher collaboration benefits all teachers, and all of their students.