- Working Papers The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky 2017
Download 06/2017
Working Papers School Performance, Accountability and Waiver Reforms: Evidence from Louisiana 2017 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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- Reports Test Score Growth Among Chicago Public School Students, 2009-2014 2017 Download report
Journal Articles A Continuous Measure of the Joint Distribution of Race and Income Among Neighborhoods 2017 Download 06/2015
Journal Articles Distributive decisions in education: Goals, trade-offs, and feasibility constraints 2016 Download
- Working Papers The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky 2017 Download 06/2017
Working Papers School Performance, Accountability and Waiver Reforms: Evidence from Louisiana 2017 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 Globe and Mail
Thomas Dee, a Barnett Family professor of education at Stanford University, argued it’s equally beneficial to lower class sizes in the later grades, because it improves certain skills, such as students’ motivation to learn and their engagement in lessons, all of which leads to graduation.
Prof. Dee and his colleague researched the effects of class sizes in the middle-school years, and found that exposure to smaller classes in Grade 8 led to improvements in student engagement that were still detectable, though smaller, two years later. He acknowledged it was an expensive venture, but he said his research found “there’s still quite a reasonable and positive return on those investments.”
PUBLICATION CITED: The Non-cognitive Returns to Class Size - As mentioned in Stanford Report
In a new paper published Feb. 20 in AERA Open, Graduate School of Education’s Benjamin Domingue Sam Trejo discuss what recent developments in genetics research will mean for parents, educators and policymakers. They say that while genetics can provide valuable insight into human development and behavior – research might one day offer information about ADHD, dyslexia and other learning differences – environments also have immense effects for how a child grows, independent of genetic makeup. This, they urge, must not be ignored.
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We Are Leaders in These Core Research Areas
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Poverty and Inequality
- Reports Test Score Growth Among Chicago Public School Students, 2009-2014 , 2017 Download report
Journal Articles A Continuous Measure of the Joint Distribution of Race and Income Among Neighborhoods , , 2017 Download 06/2015
- Federal and State Education Policy