- Working Papers The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky Forthcoming
Download 06/2017
Journal Articles The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky Forthcoming Download 06/2017
- Teaching and Leadership Effectiveness
- Working Papers The Power of Seeing Potential: Teachers' Beliefs about Overcoming Social Disadvantage and Student Achievement 2018 Download 01/2018
Journal Articles A Lasting Impact 2017
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- Working Papers One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers 2017 Download 06/2017
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- Poverty and InequalityFed. & State Ed. Policy
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- Working Papers Can Repeated Aggregate Cross-Sectional Data Be Used to Measure Average Student Learning Rates? A Validation Study of Learning Rate Measures in the Stanford Education Data Archive 2019 Download 11/2019
Reports Test Score Growth Among Chicago Public School Students, 2009-2014 2017 Download report
- Working Papers The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky Forthcoming Download 06/2017
Journal Articles The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky Forthcoming Download 06/2017
- Working Papers The Power of Seeing Potential: Teachers' Beliefs about Overcoming Social Disadvantage and Student Achievement 2018 Download 01/2018
Journal Articles A Lasting Impact 2017
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CEPA in the News
- As mentioned in The Hechinger Report
The first rigorous evaluation of one of the larger programs came out in October 2019 and found some promising results. Stanford University researchers studied a special class expressly for black teenage boys in Oakland, California, called the Manhood Development Program. They found that black boys were less likely to drop out of high school if the class was offered at their school compared to black boys at schools where it wasn’t offered. In a high school with 60 black boys in ninth grade, only three students dropped out, on average, instead of five students in schools that didn’t offer the course.
PUBLICATION CITED: My Brother’s Keeper? The Impact of Targeted Educational Supports - As mentioned in Stanford Report
A new study led by Thomas S. Dee, a professor at Stanford Graduate School of Education (GSE), provides the first evidence that access to the program significantly reduced the number of black males who dropped out of high school. The study found smaller reductions in the number of black females who dropped out as well, suggesting a possible spillover effect.
“Many historically marginalized students experience schools as highly alienating spaces,” said Dee. “The targeted design of this program, and the evidence of its impact, challenges us to radically reconsider how we think about promoting equity in education.”
PUBLICATION CITED: My Brother’s Keeper? The Impact of Targeted Educational Supports
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We Are Leaders in These Core Research Areas
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Poverty and Inequality
- Journal Articles Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data ,
F. Chris Curran
,Benjamin W. Fisher
,Joseph H. Gardella
2019
- Working Papers Can Repeated Aggregate Cross-Sectional Data Be Used to Measure Average Student Learning Rates? A Validation Study of Learning Rate Measures in the Stanford Education Data Archive ,
John P. Papay
,Tara Kilbride
,Katharine O. Strunk
,Joshua Cowen
,Lily An
,Kate Donohue
2019 Download 11/2019
Reports Test Score Growth Among Chicago Public School Students, 2009-2014 , 2017 Download report
- Federal and State Education Policy