- March 07, 2016
The transition [from middle school to high school] can be a difficult one for disadvantaged children. Taking ethnic studies not only improved the academic performance of students but also promoted their academic engagement and discouraged dropping out.
- March 06, 2016
Middle-class, mixed-income neighborhoods have become less common as more neighborhoods of concentrated poverty and concentrated affluence have developed. These are not new trends, but this latest increase in segregation exacerbates the increase of economically polarized communities that has occurred over the last four decades.”
- March 06, 2016
If you grow up in a community where everyone is pretty affluent, you don’t understand the conditions of a big part of the country, sean reardon said. You don’t understand how hard it is to get by on a minimum-wage job. I think it can damage our sense of social empathy.
- February 29, 2016
The difference in the rate at which black, Hispanic, and white students go to school with poor classmates is the best predictor of the racial-achievement gap.
- February 10, 2016
We can put an end to our edu-masochism: If researchers spend more effort on assessing our own states' successes and failures in improving student performance and less on trying to draw lessons from countries with very different social and educational contexts, they are sure to spark a much more productive national educational policy debate than we have had in the past decade.
- February 08, 2016
Can a teacher’s worth be measured by how much his students’ test scores improve? And should teachers who don’t move that needle very much be fired? These are two of the most controversial questions in education. Some school districts have plunged ahead with “yes” answers to both.
- February 08, 2016
- January 26, 2016
- January 25, 2016
“We found that a disproportionate share of low-performing teacher exits are from high-poverty schools,” explained Thomas S. Dee, professor of education at Stanford and an author of the study. “Our results indicate that DCPS is able to accurately identify low-performing teachers and consistently replace them with teachers who are more effective in raising student achievement, particularly in high-poverty schools.”
- January 25, 2016
Students achievement increased when ineffective teachers were asked to leave.
Schools across the country, especially those in low-income neighborhoods, struggle to recruit and retain teachers, an effort made more difficult by the nationwide teacher shortage and a dwindling number of people entering the profession.
A growing body of evidence shows that teacher turnover, especially the high turnover rates in many of the most underserved communities, reduces student achievement.
So why is one urban school system proactively asking teachers to leave?
- January 20, 2016
- January 14, 2016, Fusion
Stanford researchers have found that at-risk students’ academic performance rose dramatically after being enrolled in classes that explore race and ethnicity. “I was surprised that this particular course could have such dramatic effects on the academic outcomes of at-risk kids,” Professor Thomas S. Dee, one of the study’s co-authors, told The Guardian. “If I was reading a newspaper with results like this, I would read it with incredulity, [but] the results were very robust.”
- January 14, 2016
“I was surprised that this particular course could have such dramatic effects on the academic outcomes of at-risk kids,” said Thomas S Dee, a professor at Stanford who co-authored the study with postdoctoral researcher Emily Penner. “If I was reading a newspaper with results like this, I would read it with incredulity, [but] the results were very robust.”
- January 12, 2016
New research shows gains in attendance and GPA of at-risk high school students from incorporating culturally relevant pedagogy.
"What's so unique about this program is the degree to which it helped the students who took it,” said Emily Penner, co-author of the paper and a post-doctoral researcher at the GSE. "Schools have tried a number of approaches to support struggling students, and few have been this effective. It’s a novel approach that suggests that making school relevant and engaging to struggling students can really pay off.”
- January 06, 2016
The 2016 RHSU Edu-Scholar Public Influence Rankings were released this week and CEPA faculty scores high marks on the list. Of the 200 education scholars ranked, 10 faculty made the list: Eric Hanushek (14), Michael W. Kirst (22), Martin Carnoy (28), Caroline Hoxby (49), Susanna Loeb (62), Sean Reardon (84), Thomas Dee (100), Edward H. Haertel (169), Mitchell Stevens (179), Eric Bettinger (181).
- December 30, 2015
Reason for despair: Improved education is the key to the future for the U.S., as our economy depends on having a highly skilled workforce. While most people give lip service to the desire to improve schools in order to invest in the future, they often stop short of endorsing any significant changes in the schools. This reflects, in my opinion, two factors—an imperfect understanding of just how important quality schooling is for the country and complacency with the current situation. The complacency enters from the fact that the U.S. remains a wealthy country, leading to a sense that maybe it is alright just to keep going along as we are. From this complacency springs a myopia that is difficult to overcome but that could harm the future of the country.