News

  • 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.

  • August 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.”

  • August 13, 2017

    Researchers Jason Grissom of Vanderbilt University and Susanna Loeb of Stanford University published a study in the journal Education Finance and Policy similar to the study by Kraft and Gilmour in Educational Researcher. Both reports compared the formal district evaluations principals submitted with how those principals assessed the same teachers in confidential surveys. The formal and confidential assessments were as different as your view of your company’s latest mission statement might be when talking to your boss or your spouse.

  • August 10, 2017

    The San Francisco Bay Area, notably Silicon Valley, is known for its ingenuity and rapid growth, thanks in part to the global technology companies that reside there.

    An important industry that Silicon Valley depends on is higher education, but it appears that this relationship is an uneasy one, according to Dick Scott and Mike Kirst, two emeriti Stanford faculty members.  They, together with a team of colleagues associated with the John W. Gardner Center for Youth and Their Communities, have completed a longitudinal study describing developments in this area over the past 45 years (1970 to 2015).

  • 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.

  • July 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

    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

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