- Working Papers The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky 2020
Download 06/2017
Journal Articles The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky 2020 Download 06/2017
- Teaching and Leadership Effectiveness
- Journal Articles Stress in Boom Times: Understanding Teachers’ Economic Anxiety in a High Cost Urban District 2019 Download 05/2018
Working Papers The Power of Seeing Potential: Teachers' Beliefs about Overcoming Social Disadvantage and Student Achievement 2018 Download 01/2018
- Technological Innovations in Education
- Journal Articles Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost 2020
We Are Leaders in These Core Research Areas
- Poverty and InequalityFed. & State Ed. Policy
- Federal and State Education PolicyPov. & Inequality
- Teaching and Leadership EffectivenessTeaching & State Ed. Policy
- Technological Innovations in EducationTech. Innovations in Ed.
- Working Papers It is Surprisingly Difficult to Measure Income Segregation 2022Journal Articles Collective Racial Bias and the Black-White Test Score Gap 2021 Download 06/2020
- Working Papers The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky 2020 Download 06/2017
Journal Articles The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky 2020 Download 06/2017
- Journal Articles Stress in Boom Times: Understanding Teachers’ Economic Anxiety in a High Cost Urban District 2019 Download 05/2018
Working Papers The Power of Seeing Potential: Teachers' Beliefs about Overcoming Social Disadvantage and Student Achievement 2018 Download 01/2018
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CEPA in the News
- As mentioned in Stanford Graduate School of Education
In a new study, researchers at Stanford Graduate School of Education (GSE) and Big Local News, a project of the Stanford Computational Journalism Lab, examine the extent to which the enrollment decline was influenced by school districts’ decisions to hold classes in person or go remote.
- As mentioned in The New York Times
Districts that went strictly remote experienced 42 percent more decline than those that offered full-time in-person learning, according to a new research paper by Professor Dee and colleagues, posted Saturday. While some of these schools were losing students before the pandemic, the declines between fall 2019 and fall 2020 were significantly steeper.
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