- September 06, 2019
MIP network member Benjamin Domingue is an Assistant Professor in the Graduate School of Education at Stanford University. He is interested in how student outcomes are leveraged to inform our understanding of student learning, teacher performance, and the efficacy of other programs. He has a particular interest in the technical issues that make it challenging to draw simple inferences from such student outcomes. Another strand of research focuses on the integration of genetic data into social science research. He is particularly interested in understanding the genetic architecture of educational attainment and the way in which schools can and do moderate the association between genes and educational attainment. Domingue received his Ph.D. from the University of Colorado, Boulder.
- September 04, 2019
A Stanford University study has concluded that a controversial tenth-grade MCAS essay question that many students and teachers derided as racist hurt the performance of a small number of black students, state officials announced Friday, prompting them to take the unusual step of waiving the passing score for a limited number of students
- August 28, 2019
Stanford’s Eric Bettinger and his research team found that students who won a lottery for a voucher in Colombia were 17% more likely to complete high school on time than students who lost the lottery. The study, released in July, used a method of random assignment to compare apples to apples. So it isn’t because of selection bias that lottery winners earned 8% more than lottery losers by the time they turned 33. It’s because their parents were allowed to choose schools that were better fits for their children.
- August 26, 2019
The 1993 movie "Groundhog Day" has become an enduring classic partly because of an engaging plot line in which the protagonist has repeated opportunities to make better decisions. In early-childhood education, state and local stakeholders currently have a compelling "Groundhog Day" opportunity of their own. Versions of the controversial accountability reforms that have become commonplace in K-12 schools over the last 30 years have recently and quietly spread throughout the early-childhood sector. These recent reforms present a fresh new chance to get it right and to avoid the missteps that have ...
- August 02, 2019
“We can’t depend upon pre-K to cure a K-12 system that’s not working for poor families,” she said on Thursday. “We can’t put the blame on children who are placed in low performing schools and then just say that they weren’t ready. If we really care about children from low-income families and the schools that serve them, we’ve got to take a bigger view.”
- July 17, 2019
"Racial intolerance (and outright racism) seems on the rise, and white-black income and wealth disparities remain very large and have not narrowed in decades. So there is little reason to expect much decline in racial segregation in the near future, particularly given the lack of policy interest in addressing it. Economic segregation likewise shows no sign of declining. So I am currently pessimistic, given today’s political and economic winds, but am more hopeful about the long arc of the future, which I think will ultimately bend toward equality and fairness." Sean Reardon
- July 08, 2019
When local police partnered with Immigration and Customs Enforcement to enforce immigration laws, the number of Hispanic students plummeted, a study finds.
More than 300,000 Hispanic students have been displaced from K-12 schools in communities where local police have forged partnerships with Immigration and Customs Enforcement officers to better enforce immigration laws, according to a new study from researchers at Stanford University.
- July 05, 2019, EdSource
Stanford’s Reardon points out that one reason that the racial and ethnic gaps in Berkeley are so high is that white students on average are doing exceptionally well, not that black and Latino students are doing exceptionally poorly, at least compared to their peers in other school districts.
In that sense, Berkeley is not that dissimilar to other communities which are also home to world-class universities, like Palo Alto, Chapel Hill and Evanston, IL, where achievement gaps are also very large.
“Some of it is that white families in those places tend to have higher incomes and education levels than black and Hispanic families, who have fewer socioeconomic resources to use to provide educational opportunities for their children such as high-quality preschool,” Reardon said.
- Congratulations to David Song, recipient of the 2019-20 AERA Minority Dissertation Fellowship in Education Research and Travel AwardJune 28, 2019
- June 17, 2019
- June 06, 2019
Lawmakers sometimes cut education budgets in the hope of forcing schools to become more efficient. Given the difficulty of measuring the effects of education spending on test scores, it can be hard to know whether this is as bad an idea as, at first glance, it might seem to be. Yet America ran a large, albeit unintended, experiment along these lines in 2007-09, when school budgets were cut during the recession. What happened to the pupils?
- June 03, 2019
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.
- 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