• December 15, 2016

    “The program cost about $50 per school and it increased enrollment by roughly 12 students in the typical primary school for girls,” Thomas Dee said. “The fact that one could drive improvement in such an important outcome at low cost is extraordinarily exciting to me,” added Thomas Dee

  • December 08, 2016
  • November 15, 2016

    The decline of the middle class is the key factor in America’s deepening divide between rich and poor. The share of American families living in middle class neighborhoods fell from nearly two-thirds (65 percent) in 1970 to 40 percent in 2012, according to a recent study by Sean Reardon and Kendra Bischoff. At the same time, the share of American families living in either all-poor or all-affluent neighborhoods more than doubled, increasing from roughly 15 percent to nearly 34 percent.

  • October 27, 2016
  • October 09, 2016

    Socioeconomic status and academic achievement are less correlated in Virginia than in most other states, according to recent study by a Stanford University researcher.

    Sean Reardon, Stanford’s endowed Professor of Poverty and Inequality in Education, gave a lecture Friday at the University of Virginia. The talk was sponsored by EdPolicyWorks, a collaboration between UVa’s Curry School of Education and Frank Batten School of Leadership and Public Policy.

  • October 04, 2016

    Sean Reardon and colleagues will study the Common Core's impact on classroom instruction, social disparities and achievement.

    The Spencer Foundation and the William T. Grant Foundation have awarded a team of researchers from the University of Michigan, Brown University and Stanford University nearly $5 million for the first phase of a five-year analysis of the Common Core State Standards Initiative, a controversial initiative to overhaul academic achievement standards for K-12 students nationwide.

  • September 21, 2016

    I thought of the Shanghai teachers' experiences recently when I read about a new study that looked at the effects of teacher teams. The study, by researchers at the University of Washington, Stanford University, and Vanderbilt University, found that when an effective teacher joins a teacher team, students of all of the teachers in the team improve their mathematics scores. In addition, the study found that when an ineffective teacher joins the team, the other teachers' students' performance does not go down. In other words, teacher collaboration benefits all teachers, and all of their students.

  • September 16, 2016

    When an effective teacher joins a grade-level teaching team, students' learning across the board improves as other teachers in the grade improve. Researchers from the University of Washington, Stanford University, and Vanderbilt University examined teacher "spillover" effects using over a decade of administrative data on math teachers in grades 3 to 8 and their students' standardized test scores in the Miami school district.

  • September 09, 2016

    Sade Bonilla awarded APPAM Equity and Inclusion Fellowship. The Equity and Inclusion Fellowship was created in April 2016 by the APPAM Policy Council and Diversity Committee in an effort to encourage participation by underrepresented students in APPAM and its activities. The goal of this fellowship program is to introduce recipients to the world of public policy and APPAM, and foster a lifelong affiliation and engagement with both.

  • September 07, 2016

    It is an intellectual puzzle — what is going on that leads to this counterintuitive finding. Something is working in the face of rising income inequality, said Sean Reardon, professor of poverty and inequality in education at Stanford University

  • September 07, 2016

    Graduate students bring energy and enthusiasm, Bettinger says. They make time to help students. Given the proximity in age, graduate students are well-positioned to be role models. When you bring those factors together, a graduate student becomes a sort of mentor.

  • September 06, 2016

    Just last week we learned that our collective efforts have paid off: researchers from Stanford University, Columbia University and the University of Virginia found that from 1998 to 2010, the school readiness gap between low-income and high-income children shrunk by 10 percent in math and 16 percent in reading. They attributed this narrowing of the school readiness gap to the collective investments our country has made in preschool and the awareness we have brought to low-income parents who may not have previously known the importance of talking, reading and singing to their children from birth to engage their brains during this critical time.

  • September 05, 2016

    “Because income inequality and segregation have continued to grow, we expected that we would see a continuing or flattening out of the pattern. We certainly didn’t expect to see the gap narrowing over this time period,” says study coauthor Sean Reardon, a professor in the School of Education at Stanford University.

  • August 29, 2016
  • August 28, 2016
    , NPR

    I think the two most likely explanations are improvements in the quality of preschool available to low-income families and more engagement of families across the income distribution, but particularly low-income families, in sort of cognitively enriching activities with their kids.

  • August 26, 2016

    “It’s not like the lives of the rich and the poor have gotten more equal, so we thought the trend of the widening gap would continue,” said Sean Reardon, a Stanford University professor of poverty and inequality in education. He co-authored the study with Ximena Portilla of MDRC, and it was published in AERA Open, a peer-reviewed journal of the American Educational Research Association.