- 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.
- December 17, 2015
- December 17, 2015
“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean F. Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.”
- December 07, 2015, Good
When they looked at existing early literacy programs, Loeb and York found that in addition to the scheduling challenges of getting to an in-person workshop, parents struggled to retain the amount of information provided in “one fell swoop,” as York puts it. So they set out to “use technology to address the access issue and take a new approach by breaking down the complexities of parenting,” York explains. “It became clear very quickly that text messaging was the ideal technology.”
- November 10, 2015
It may be no coincidence that more parents have started to delay their children’s school entry. Our growing understanding of child development and the continuing improvements in assessing their school-readiness suggests that we can do better. For example, we can support parents who are making school-entry decisions with individual assessments of when their child is ready for the transition.
- October 30, 2015
- October 27, 2015
- Morgan Polikoff on Up to standards? Studying the implementation of college and career-ready standardsOctober 26, 2015
- October 13, 2015
Congratulations to Tom Dee, Stanford CEPA faculty director and Professor of Education, for being recipient of the 2015 Vernon Memorial Award. APPAM seeks to recognize excellence in research by annually selecting a research paper published in the current volume of the Journal of Policy Analysis and Management to receive the Vernon Memorial Prize.
- October 12, 2015
“I think they were looking at the wrong outcomes,” said Thomas Dee, a Stanford education professor who co-authored the new study. “They looked at test scores, dropout rates and employment. We looked at psychological outcomes.”
- October 08, 2015
“There is great value in having a kid grow up to be bilingual, and even if your kid didn’t do quite as well on the standardized math test, maybe that’s worth it,” he said. “In the end, they come out with this whole extra skill they wouldn’t otherwise have had.”
- October 08, 2015
The first strategy centers on parents, and has already received attention in Education Week and elsewhere for its efficacy, low cost, and digital-age currency. It's a program called Ready4K! that uses text messaging to deliver tips to the parents of preschoolers, suggesting fun and easy ways that they can support their children's early literacy development at home.
- October 07, 2015
According to the study co-authored by Stanford Graduate School of Education Professor Thomas Dee, children who started kindergarten a year later showed significantly lower levels of inattention and hyperactivity, which are jointly considered a key indicator of self regulation. The beneficial result was found to persist even at age 11.
“We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11,” Dee said, “and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.”
- October 07, 2015
We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11 and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.
- October 02, 2015, NPR
That was the moment, "when I knew that the debate was shifting into the larger context in Washington that was all about seeking partisan advantage," says Stanford University professor Thomas Dee, who heads the school's Center for Education Policy Analysis.
The charged rhetoric often drowned out teachers' legitimate concerns about how to put Common Core into action inside the classroom, Dee says. "It is such a heavy lift to ask the nation's teachers to reinvent their teaching practices around these standards."
The ongoing debate over the standards, in many ways, shows the limitations of the federal role reform in America's highly decentralized education system.