- January 23, 2020
Pearman examined neighborhoods in urban and suburban areas across the U.S. He considers a neighborhood as subject to gentrification if, in 2000, it had a low average household income and had seen relatively little new housing built in the previous decades. Then he examined whether, by 2014, a neighborhood had seen an influx of college-educated residents and an increase in real housing values
- January 23, 2020
While many studies have examined the impact of gentrification on urban neighborhoods and housing, relatively few have examined its effects on local schools.
A new study led by Stanford University’s Francis Pearman provides the first national evidence on patterns and relations of gentrification with respect to urban schooling, finding links between race, socioeconomic status and enrollment in neighborhood schools.
- January 10, 2020
The 2020 RHSU Edu-Scholar Public Influence Rankings are unveiled and CEPA faculty and alumni* score high marks on the list. Of the 200 education scholars ranked, 12 faculty and alumni* made the list: Eric Hanushek, Martin Carnoy, Michael W. Kirst, Sean Reardon, Thomas Dee, Caroline Hoxby, Rob Reich, Jason Grissom*, Eric Bettinger, Daphna Bassok*, Eric Taylor*
- October 28, 2019
The first rigorous evaluation of one of the larger programs came out in October 2019 and found some promising results. Stanford University researchers studied a special class expressly for black teenage boys in Oakland, California, called the Manhood Development Program. They found that black boys were less likely to drop out of high school if the class was offered at their school compared to black boys at schools where it wasn’t offered. In a high school with 60 black boys in ninth grade, only three students dropped out, on average, instead of five students in schools that didn’t offer the course.
- October 21, 2019
A new study led by Thomas S. Dee, a professor at Stanford Graduate School of Education (GSE), provides the first evidence that access to the program significantly reduced the number of black males who dropped out of high school. The study found smaller reductions in the number of black females who dropped out as well, suggesting a possible spillover effect.
“Many historically marginalized students experience schools as highly alienating spaces,” said Dee. “The targeted design of this program, and the evidence of its impact, challenges us to radically reconsider how we think about promoting equity in education.”
- October 20, 2019
The study — written by the University of Virginia’s James H. Wyckoff and Stanford University’s Thomas S. Dee — suggests that incentives of the variety that the District used “can substantially improve the measured performance of the teaching workforce.”
- October 18, 2019, KALW
When we look at our data, there's no school district in the United States out of the thousands and thousands that has even moderately high segregation that doesn't have a large achievement gap.
- October 17, 2019
- October 17, 2019, Futurity
Students of color are suspended at disproportionately higher rates than white students and, on average, perform more poorly on standardized tests. But no peer-reviewed nationwide research has documented a link between the two disparities—until now.
“Prior research has suggested that achievement gaps and discipline gaps may be two sides of the same coin,” says Francis Pearman, an assistant professor at Stanford University Graduate School of Education and lead author of the study in AERA Open. “This is the first study to document this relationship at the national level.”
- Racial disparities in school discipline are linked to the achievement gap between black and white students nationwide, according to Stanford-led studyOctober 16, 2019
A new Stanford-led study finds that an increase in either the discipline gap or the academic achievement gap between black and white students in the United States predicts a jump in the other. Similarly, as one gap narrows, so does the other.
“Prior research has suggested that achievement gaps and discipline gaps may be two sides of the same coin,” said Francis Pearman, an assistant professor at Stanford Graduate School of Education and lead author of the study. “This is the first study to document this relationship at the national level.”
- October 16, 2019, PolicyEd
- September 25, 2019
- September 25, 2019, Forbes
Earlier this week, Stanford University sociologist Sean Reardon and some colleagues released a report using massive amounts of test-score data to investigate the effects of modern-day racial segregation. After Southern schools were desegregated in the wake of Brown v. Board of Education in 1954, test-score gaps between black and white students decreased. But with the decline of court-ordered integration, racial segregation in schools returned and has remained at high levels since the 1980s. The question the study set out to investigate is: does racial segregation still matter?
The answer, Reardon and his colleagues say, is yes. School systems that are more segregated have larger achievement gaps, and “their gaps grow faster during elementary and middle schools than in less segregated ones.” But it’s not because of race per se. The real problem, the researchers conclude, is poverty.
- September 24, 2019
- September 23, 2019
Here’s a tale of three cities: Atlanta, New York and Detroit.
In all three cities, there is a high degree of racial segregation in the schools. White students go to schools with relatively few black and Hispanic students. Black and Hispanic students attend schools that don’t have many white students. When Sean Reardon, a sociologist at Stanford University, measures the racial isolation in a quantitative way, he finds that the schools in the three cities are “equally racially segregated.”
But the poverty rates in the schools are very different. In Atlanta, blacks students go to schools with very high poverty rates. The students in these schools tend to come from families whose income is low enough that the children qualify for free or reduced priced lunches, a federal measure of poverty. The white students in Atlanta tend to go to schools with very low poverty rates. In New York City, Reardon finds the same pattern but not to the same extreme. Meanwhile, in Detroit, this pattern isn’t true at all. White and black students attend different schools, but the poverty levels are high in both white and black schools.
- September 23, 2019
“Racial segregation appears to be harmful because it concentrates minority students in high-poverty schools, which are, on average, less effective than lower-poverty schools,” concluded the paper by academics, led by Sean F. Reardon, professor of poverty and inequality in education and senior fellow at the Stanford Institute for Economic Policy Research.
The study examined scores from hundreds of millions of tests over the last decade by students in thousands of school districts. Researchers found a “very strong link” between racial school segregation and academic achievement gaps. Every school district with “even moderately high” segregation had a large achievement gap, they found.