- May 15, 2019
The War on Drugs locked up thousands of black men, and a new study finds that it may have also locked many out of the college classroom—and all the benefits that come with a college degree.
There was a time when black men’s college enrollment was gaining ground, as compared to white men’s. From 1980 to 1985, college enrollment among black men ages 18 to 24 grew slightly faster than it did for their white peers.
- April 18, 2019
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.”
- February 20, 2019
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.
- February 07, 2019
- January 09, 2019
The 2019 RHSU Edu-Scholar Public Influence Rankings were unveiled today and CEPA faculty and alumni* scored high marks on the list. Of the 200 education scholars ranked, 12 CEPA faculty and alumni made the list:
- December 13, 2018
Some parents may feel the pressure to start their children’s schooling at a younger age to help them succeed academically, but a Stanford study suggests that starting formal education at an older age may be more beneficial for children.
The study, co-authored by Stanford Graduate School of Education Professor Thomas Dee, found that “children who started kindergarten a year later showed significantly lower levels of inattention and hyperactivity, which are jointly considered a key indicator of self regulation. The beneficial result was found to persist even at age 11.
- November 26, 2018
The findings, published earlier this fall in the National Bureau of Economic Research, provide "robust evidence," the researchers said, "that partnerships between ICE and local law-enforcement agencies led to substantial reductions in Hispanic student enrollment."
"I was surprised by the magnitude, especially when we mapped it to the preexisting population of Hispanic students," says Thomas Dee, professor at Stanford and lead author of the paper. "Now we're understandably paying so much attention to immigration enforcement at the border, but this type of enforcement is really consequential as well."
- New ‘Redshirting’ Study Reveals That Boys Are Held Back More Than Girls — and It’s Actually Helping to Close an Achievement Gap Between the GendersOctober 23, 2018, The 74
It has been estimated by Stanford professor Sean Reardon that between 4 percent and 5.5 percent of students begin school a year late. Research has largely shown that the effects of redshirting on academics are positive, with older students likely to score higher on standardized tests than their younger classmates. One recent study by Northwestern University’s David Figlio indicated that later school entry was associated with higher rates of college attendance and graduation, as well as a lower likelihood of incarceration.
- October 22, 2018
The report indicated that there is a persistent economic and racial achievement gap in California that well surpasses the national average. While students in affluent areas in California match the average performance of students in affluent areas nationwide, students in low-income California districts are scoring an average of a full grade level behind low-income students in other states.
“We’re not failing our rich kids,” said Sean Reardon, professor at the GSE and researcher in the study. “We’re not, as a state, providing as much educational opportunity for our low- and middle-income communities and kids.”
- October 16, 2018
About a third of the 25 districts with the widest achievement disparities between white and black students are in or near college towns, according to a review of data compiled by researchers at Stanford University. Affluent families in university towns invest a large proportion of their resources in their children’s education, said Sean Reardon, a professor of education at Stanford.
- October 03, 2018
- September 21, 2018
An important new study — from Thomas Dee, a Stanford professor, and Mark Murphy, a graduate student there — solves the mystery. Dee and Murphy have uncovered a mass displacement of American children that had previously gone overlooked.
- September 18, 2018, EdSource
- August 29, 2018
Stanford University endowed Professor of Poverty and Inequality in Education joins Research Minutes to talk about his study Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry with CPRE –UPenn researcher, Ryan Fink. Reardon's study was recently published in American Educational Research Association's OPEN journal. Reardon analyzes school readiness trends through lenses of several demographic differences and factors.
- August 13, 2018
Thomas S. Dee, a national leader in education policy research, is honored with the Barnett Family Professorship.
Stanford Graduate School of Education (GSE) Professor Thomas S. Dee has been appointed to an endowed chair, the highest honor the university can bestow on faculty.
Dee was named the Barnett Family Professor of Education. Dean Dan Schwartz announced the appointment at a faculty meeting.
- August 06, 2018
Important recent work by Reardon and his collaborators shows that not only test scores but also racial test score gaps vary dramatically across American school districts. In this latter paper, Reardon and coauthors report that while racial/ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.