- November 13, 2017
I study inequality and equity, and central to that are the questions of what we mean by equity, what we mean by justice, what we mean by inequality. I constantly have to think about what our definitions are and what we are striving for. You can’t figure out how to get there unless you can identify the target. Those are very similar conversations to what I used to have in PLS.
- November 10, 2017
Reardon used scores from a standardized test all Illinois students are required to take to measure that growth. But because other states rely on different tests to gauge the same thing, he averaged actual scores in math and English across the nation to benchmark proficiency.
"We define grade level as the average of that grade in the country," Reardon said in a phone interview. "The proficiency levels that states set for their tests are defined by groups of experts that say, 'This is what we think a kid should know in this grade.’ "
- New Analysis by Leading Education Expert: CPS Students Are Learning and Growing Faster Than 96% of Students in the United StatesNovember 02, 2017
“This report is a testament to the hard work, progress and success of Chicago’s remarkable students, teachers, principals and families,” said Mayor Rahm Emanuel. “CPS students make Chicago proud every day. They not only lead in the classroom, they lead the country in academic growth, and their achievements are earning national recognition and respect.”
- November 02, 2017
“Chicago moves from being relatively low-performing even among similar school districts to having test scores that are much closer to the national average,” he told the audience of education experts from the University of Chicago, the Council of Great City Schools, the University of Illinois at Chicago and several foundations. “So that’s remarkably fast, that’s like an extra year of schooling squeezed in somehow between third and 8th grade.”
- October 31, 2017
- October 24, 2017
- October 11, 2017, EdSource
“There’s a growing body of research that shows the congruence between teachers and students on race, ethnicity and even gender appears to help students,” said Thomas S. Dee, a professor of education at Stanford and director of the Stanford Center for Education Policy Analysis.
- October 04, 2017
- October 04, 2017, MinnPost
The Think Small ParentPowered Texts program is modeled after a similar program that piloted in the San Francisco Unified School District during the 2012-14 school year. Encouraged by early signs of success, the folks at Think Small teamed up with Ben York, a Stanford University doctoral graduate who co-created the original texting program, to tailor the texting program to meet the needs of Minnesota families.
- September 28, 2017
Overall, "it's a very encouraging sign for advocates of policies like [rating systems]," said Thomas Dee, the director of the Stanford Center for Educational Policy Analysis, and one of the authors of the paper. "The incentives seem to drive program improvements, and parents are attentive to these ratings and are making decisions based on them."
Dee said those findings mean that the creators of rating systems need to be aware of the complicated interplay between incentives, disincentives, and child-care markets to get the results that they're looking for.
- September 11, 2017
- September 06, 2017
Evidence shows that Haikala has reason to be concerned. A 2011 Stanford University study showed that a wave of resegregation has flowed across the South as courts have released school districts from their desegregation orders. An example of just this sort of resegregation existed not even 70 miles down Interstate 20, in Tuscaloosa. After years of resistance, the Legal Defense Fund and the Justice Department managed to integrate most of the city’s schools by the late 1980s — every black and white student in Grades 6-12 attended the same middle and high school.
- September 05, 2017
Low-income preschoolers and children of color are more likely to get the kind of skill-and-drill instruction I saw at that school than are their higher-income peers, according to a study by Rachel Valentino, an education-policy researcher from Stanford. Across programs in 11 states, including New Jersey, Georgia, and Wisconsin, African American and poor children experienced more time in didactic instruction than white and non-poor children, while white and non-poor children spent more time in interactive instruction
- August 31, 2017
The distribution of private elementary school enrolments in the US has changed over the last half century. This column shows that, overall, fewer middle-class children are now enrolled in private schools. Non-Catholic religious schools play an increasing role in private school enrolments, and today serve more students whose family incomes are in the bottom half of the distribution than Catholic schools do. The increase in residential segregation by income in the US means that urban public schools and urban private schools have less socioeconomic diversity today than they had several decades ago.
- The Great Recession decimated the economy. It also hurt student learning, according to pioneering new studyAugust 30, 2017
“The adverse effects of the recession were concentrated among school districts serving higher concentrations of low-income and minority students,” write researchers Matthew Steinberg and Kenneth Shores. “The Great Recession exacerbated the inequality of student achievement outcomes.”
- August 28, 2017
“The Annenberg Institute intrigues me because of the strength of Brown’s faculty and students, because of Brown’s commitment to social goals, and because of the resources, flexibility and community connections available to undertake this shared mission,” Loeb said. “I couldn’t be more excited to join Brown and begin the work.”