- 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
- 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
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- 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.
- 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 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 Christian Science Monitor
Culturally relevant curriculum can increase motivation and engagement, says Thomas Dee, a Stanford education professor. When San Francisco piloted a ninth-grade ethnic-studies course, students had better attendance, scored 1.4 points higher in their GPAs, and went on to earn 23 more credits in high school than a comparison group of academically similar students who took traditional social studies, Professor Dee and Emily Penner of the University of California, Irvine, found in a study. California is now considering taking the ethnic studies class statewide.
- 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
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