News

  • July 08, 2022

    The police in St. Petersburg, Fla., knew well that Jeffrey Haarsma had mental-health issues. Officers had been to the 55-year-old’s home at least 25 times in the year prior to an emergency call on Aug. 7, 2020. But the lone responding officer shot and killed Haarsma, who was unarmed, as he attacked her during an attempted arrest over a minor offense. While Pinellas County officials later decided the shooting was justified, they also concluded the call should have been handled as a mental-health issue rather than a criminal investigation.

    Since that day, there have been nearly 2,000 fatal shootings by police officers in the line of duty. Roughly 1 in 5 involved a police response to someone showing signs of mental illness. It doesn’t have to be this way.

  • July 07, 2022

    In the fall of 2016, the office of Federal Student Aid (FSA) launched a set of pilot programs to assess potential expansions of federal financial aid. One of these programs allowed participating colleges to award Pell Grants to eligible high school students concurrently pursuing college coursework. This program, set to end in summer 2022, was established to increase access to dual enrollment and subsequent college attendance for students of low-income families.

    In a recent article published in Educational Evaluation and Policy Analysis (EEPA), we show that this program not only failed to increase low-income students’ access to dual enrollment but may have actually decreased access. Despite the good intentions behind the program, it created new barriers to dual enrollment for colleges and families. These unintended consequences offer important lessons for policymaking.  

  • August 09, 2021

    In a new study, researchers at Stanford Graduate School of Education (GSE) and Big Local News, a project of the Stanford Computational Journalism Lab, examine the extent to which the enrollment decline was influenced by school districts’ decisions to hold classes in person or go remote.

  • August 07, 2021

    Districts that went strictly remote experienced 42 percent more decline than those that offered full-time in-person learning, according to a new research paper by Professor Dee and colleagues, posted Saturday. While some of these schools were losing students before the pandemic, the declines between fall 2019 and fall 2020 were significantly steeper.

  • March 09, 2021

    As students in some parts of the United States approach nearly a year without in-person school, new research suggests that the reading skills of young children have suffered during the pandemic.

    The research, a preliminary national study from the group Policy Analysis for California Education, found that as of late fall, second graders were 26 percent behind where they would have been, absent the pandemic, in their ability to read aloud accurately and quickly. Third graders were 33 percent behind.

    Those differences were equivalent to being able to read seven to eight fewer words per minute accurately.

  • March 09, 2021
  • February 16, 2021

    “In a sort of negative cascade, these outcomes are associated with a host of further reduced opportunities later in life, including lower engagement in school, reduced access to college, and higher unemployment,” said co-author Carrie Townley Flores, a doctoral student at the Stanford Graduate School of Education (GSE). “Each of these negative outcomes indicate that the system that is in place is not supporting the child fully. As schools become aware of the risks associated with preterm birth, they may pay closer attention to it as a potential risk factor.”

  • November 19, 2020

    This debate kicked off nearly a decade ago with a study by Sean Reardon, a prominent Stanford education researcher. Using data from a number of different tests, he compared students born in the early 2000s to those born decades earlier. His conclusion was bleak: the difference between students from the highest- and lowest-income families had jumped 30 to 40 percent.

  • October 06, 2020

    There’s evidence that GreatSchools’ ratings are exacerbating racial segregation, not just within school systems but in the communities around them. “What makes GreatSchools popular is partly that they’re linked to real estate sites, which is partly what makes them dangerous,” says Sean Reardon, an education professor at Stanford University who studies poverty and inequality. “They start to overtly link people’s residential choices to what seems to be a measure of school quality. While that makes lots of sense if it’s a high-quality metric of school quality, if it’s more of a measure of socio­economic composition of schools, then it runs the risk of creating incentives for more socioeconomic segregation.”

  • October 01, 2020

    We know from extensive research conducted by scholars across different countries, and especially Sean Reardon, professor of poverty and inequality in education at Stanford University, that money invested in children’s education outside of school (in and of itself) is becoming increasingly important in determining success within school.

    Wealthier parents (the wealthiest 20%) spend seven times more per child each year on private education outside of school hours than the poorest 20%. Those who are wealthiest use their private wealth to advantage their children outside the school system through private tuition in Ireland too.

  • September 25, 2020

    Data science is a large and expanding field, and the issues it confronts vary greatly with each domain of application. To understand issues within each applied domain, one cannot simply read a book on education theory to comprehend it. Therefore, it is important to have a rich immersion and dialogue with the empirical domain. In doing so, one quickly realizes education is different from medicine, business, or the digital humanities. Not only are the problems of education different, but so are the ethical concerns, stakeholder interests, and the phenomena in question. To make data science of value to educational problems, there is a strong need for substantive immersion and dialogue across data science and education.

  • September 24, 2020

    Impact of School Learning Losses. Hoover Institute Eric Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University, has estimated that the lifetime economic cost of learning losses associated school shutdowns in the U.S. alone already exceeds $14 trillion.

    In short, mortality losses of $200 billion to $1 trillion evidently are only the tip of a sizable iceberg.

     

  • July 30, 2020

    Deborah Stipek, Ph.D., a professor at Stanford’s Graduate School of Education, said that may not be the right question to ask. “I think a more useful one is, ‘How do we ensure that our children get the best possible opportunities to learn under these challenging circumstances?’” she said.

    For preschoolers, that starts with prioritizing the crucial social-emotional skills that form the building blocks of learning, said Elisabeth Jones, a preschool teacher at the Child Development Center at Texas State University. When kids go back to school, she said, “they’ll be expected to wait their turn and share materials, and many aren’t getting the opportunity to practice that right now.”

  • July 27, 2020

    As the pandemic continues, families are preparing for a new school year in which distance learning is also likely to continue, at least to some extent. How can caregivers support their young ones' learning during this time of uncertainty?

    Jelena Obradović, an associate professor at Stanford Graduate School of Education and director of the Stanford Project on Adaptation and Resilience in Kids (SPARK), has compiled a series of tips to help caregivers support young children as distance learning resumes.

  • July 23, 2020

    Waiting can have benefits, particularly for children who have trouble self-regulating, said Thomas Dee, Ph.D., an economist who studies education policy at Stanford University’s Graduate School of Education. Some research, including a study he conducted with Hans Henrik Sievertsen at the University of Bristol, suggests that holding off on formal schooling can give those children time to get better at controlling their behavior, handling emotions and pursuing long-term goals — as long as they spend the year in an intellectually engaging, developmentally appropriate, play-based environment, such as a high-quality preschool.

  • July 22, 2020

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