News

  • May 17, 2018
  • May 16, 2018
  • May 15, 2018

    Congratulations to Sade Bonilla for receiving 2018 National Academy of Education/Spencer Dissertation Fellowship.

    Sade Bonilla is a doctoral candidate studying the economics of education at Stanford University. She is an Institute of Education Sciences (IES) pre-doctoral fellow and recipient of the Association for Public Policy Analysis and Management (APPAM) Equity Inclusion fellowship.

  • May 10, 2018

    Students start college with a lot of uncertainty about how hard their coursework is going to be. So when they see those grade distributions, which often show that a high percentage of students get As, they may invest a little less effort in their coursework. Mitchell Stevens - Associate professor, Stanford Graduate School of Education

  • April 18, 2018

    B.C. public schools have one of the lowest ratios of male teachers in North America — and the trend is becoming more extreme.

    As evidence mounts that boys suffer when there are few positive male role models in society and schools, only one of every 10 people entering B.C.’s teaching profession is a man.

    The downward trend continues despite noted studies by a Stanford University education professor, Thomas Dee, and others that suggest boys generally do better in classes that are taught by men, while girls are more likely to thrive in classes taught by women.

  • April 17, 2018

    Chicago Public Schools, one of the largest school systems in the country, is reporting academic improvement in spite of past troubles. Now city leaders are looking to new CEO Janice Jackson to keep things moving forward.

    Sean Reardon: "The growth rate from third to eighth grade in Chicago is the fastest among the 100 large districts in the United States. It is number one."

  • April 11, 2018

    “The evidence that how male and female students are tested changes the perception of their relative ability in both math and ELA suggests that we must be concerned with questions of test fairness and validity,” says Sean Reardon, professor of poverty and inequality in education at Stanford Graduate School of Education and a senior fellow at Stanford Institute for Economic Policy Research.

  • March 28, 2018

    Measured achievement gaps between male and female students on state accountability tests are larger (more male-favoring) on tests with more multiple-choice questions and fewer constructed-response (i.e., open-ended) questions. Gaps are more female-favoring on tests with fewer multiple-choice questions and more constructed-response questions. Differences in the question format among states’ tests explain approximately 25 percent of the variation in achievement gaps across states and districts.

  • March 22, 2018

    When economist Eric Hanushek, at Stanford University's Hoover Institution, reviewed some 400 studies in 1989, he found "no strong or consistent relationship" between bigger school budgets and greater student success. The focus on how much different school districts spend, in school finance litigation and legislative deliberation, he added, "appears misguided." In 2015, the Texas assistant solicitor general made the point more colorfully, arguing against more school funding in court: "Money isn't pixie dust."

  • March 21, 2018

    The fictional students were randomly assigned names that connoted a specific race and gender.

    “Simply attaching a name that connotes a specific race and gender to a discussion forum post changes the likelihood that an instructor will respond to that post,” the study said.

    Dee said he was surprised by the magnitude of the effect of the instructor’s biases.

  • March 13, 2018

    That’s a really dramatic finding because we think the discussion forums are important settings where student engagement and learning motivation gets supported and catalyzed,” Thomas Dee, co-author of the report and director of the Center for Education Policy Analysis at Stanford University, said. “If there's this type of bias in who's getting the engagement with the instructor, that, in a way, just reinforces patterns of inequity that many of us care about.

  • March 12, 2018

    Sean Reardon of Stanford compared changes in national test scores between third and eighth grade. He found that Chicago students were improving faster than students in any other major school district in the country. Chicago schools are cramming six years’ worth of education into five years of actual schooling.

  • March 08, 2018

    Study finds instructors are much more likely to respond to comments from white male students than from others.

    Many proponents of online education have speculated that the digital learning environment might be a meritocracy, where students are judged not on their race or gender, but on the comments they post.

    A study being released today by the Center for Education Policy Analysis at Stanford University, however, finds that bias appears to be strong in online course discussions.

  • March 07, 2018

    Setting out to determine whether there was racial or gender bias in online learning environments, researchers drew from several hundred actual student comments in massive open online courses and came up with a list of 32 generic comments that they could post in discussion forums. The comments were assigned names that suggested a gender and race or nationality — white, black, Indian, or Chinese — and then randomly placed in the discussion boards of 124 MOOCs. The courses were offered by an unnamed "major provider" in 2014, and the subjects included accounting, calculus, epidemiology, teaching, and computer programming.

  • February 21, 2018

    In a new book, Stanford scholar Susanna Loeb encourages education policy-makers to consider the many different values of an education, beyond test scores, alongside available research evidence when crafting their decisions.

    Loeb says both the supporters and opponents of charter schools – and the decision-makers who set educational policy – might not have the data they need to fully weigh the pros and cons, in part because most research has focused on test scores rather than other measures.

  • February 21, 2018

    We’ve had a lot of changes during the past 10 years so it’s good to know which are working and if they’re not working as well, are there barriers that we could take down to help them work better, said Susanna Loeb, a professor of education at Stanford University who is coordinating the project. This seems like a really good time to do it. A new administration can come in with some facts on the ground.

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