- 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
- Journal Articles Different Skills? Identifying Differentially Effective Teachers of English Language Learners Forthcoming Download
Working Papers The Power of Seeing Potential: Teachers' Beliefs about Overcoming Social Disadvantage and Student Achievement 2018 Download 01/2018
- Technological Innovations in Education
- Working Papers One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers 2017 Download 06/2017
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 Educators As "Equity Warriors" 2017 Download 11/2017
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 2017 Download 06/2017
Working Papers School Performance, Accountability and Waiver Reforms: Evidence from Louisiana 2017 Download 06/2017
- Journal Articles Different Skills? Identifying Differentially Effective Teachers of English Language Learners Forthcoming Download
Working Papers The Power of Seeing Potential: Teachers' Beliefs about Overcoming Social Disadvantage and Student Achievement 2018 Download 01/2018
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Our training programs are designed to provide students advanced training in state-of-the-art quantitative methods of discipline-based education policy analysis
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CEPA in the News
- As mentioned in American Educational Research Association
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.
- As mentioned in NBC News
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.
PUBLICATION CITED: Bias in Online Classes: Evidence from a Field Experiment
We are hiring
SEDA Project ManagerWe seek a Project Manager for the Stanford Education Data Archive (SEDA) at the Stanford Center for Education Policy Analysis (CEPA). CEPA is a research center that unites an interdisciplinary array of nationally prominent scholars on education policy. The Project Manager will manage the ongoing construction and expansion of SEDA, will develop data sharing and linking agreements with other organizations, and will develop and implement a communication and dissemination strategy for SEDA.
- We are hiring
- SEDA Project Manager
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- May 03Douglas Downey CERAS 101
3:30pm to 5:00pm - May 17Raj Chetty McClatchy Hall, Rm. S40
12:30pm to 1:50pm