Stanford Education Data Archive


Racial, socioeconomic, and gender disparities in academic performance and educational attainment are stubborn features of the U.S. educational system. These disparities are neither inevitable nor immutable, however. They have been produced by—and so may also be reduced by—a welter of social and economic policies, social norms and patterns of interaction, and the organization of American schooling.

The Stanford Education Data Archive (SEDA) is an initiative aimed at harnessing data to help us—scholars, policymakers, educators, parents—learn how to improve educational opportunity for all children. We are making the data files public so that anyone who is interested can obtain detailed information about American schools, communities, and student success. We hope that researchers will use these to generate evidence about what policies and contexts are most effective at increasing educational opportunity, and that such evidence will inform educational policy and practices.

Sean F. Reardon (Stanford University). The Landscape of U.S. Educational Inequality. Download presentation

SEDA includes a range of detailed data on educational conditions, contexts, and outcomes in schools and school districts across the United States. It includes data at a range of institutional and geographic levels of aggregation, including schools, districts, counties, commuting zones, metropolitan areas, and states. It includes measures of academic achievement, achievement gaps, school and neighborhood racial and socioeconomic composition, school and neighborhood racial and socioeconomic segregation patterns, and other features of the schooling system. The data will be regularly updated as more data become available.

SEDA has been supported by grants from the Institute of Education Sciences (R305D110018), the Spencer Foundation, the William T. Grant Foundation, and by a visiting scholar fellowship from the Russell Sage Foundation. Some of the data used in constructing the SEDA files were provided by the National Center for Education Statistics (NCES). SEDA would not have been possible without the assistance of Ross Santy, Michael Hawes, and Marilyn Seastrom, who facilitated access to the EdFacts data. The findings and opinions expressed in the research reported here are those of the authors and do not represent views of NCES, the Institute of Education Sciences, the Spencer Foundation, the William T. Grant Foundation, the Russell Sage Foundation, or the U.S. Department of Education.

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