- 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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CEPA in the News
- As mentioned in The Atlantic
“We set out saying that some districts are going to have more stereotypical gender achievement gaps—larger math gaps favoring boys, larger reading gaps favoring girls—and others that are maybe less stereotypical,” said Erin Fahle, who co-authored the study and earns her Ph.D. in education policy from Stanford this month. “Instead what we found was that districts tend to advantage boys or advantage girls.”
PUBLICATION CITED: Gender Achievement Gaps in U.S. School Districts - As mentioned in The New York Times
“It could be about some set of expectations, it could be messages kids get early on or it could be how they’re treated in school,” said Sean Reardon, professor of poverty and inequality in education at Stanford, who conducted the study with Erin Fahle, a doctoral candidate in education policy there, and colleagues. “Something operates to help boys more than girls in some places and help girls more than boys in other places.”
PUBLICATION CITED: Gender Achievement Gaps in U.S. School Districts
We Are Leaders in These Core Research Areas
-
Poverty and Inequality
- Working Papers Educators As "Equity Warriors" , , 2017 Download 11/2017
Reports Test Score Growth Among Chicago Public School Students, 2009-2014 , 2017 Download report
- Federal and State Education Policy