- October 12, 2015
“I think they were looking at the wrong outcomes,” said Thomas Dee, a Stanford education professor who co-authored the new study. “They looked at test scores, dropout rates and employment. We looked at psychological outcomes.”
- October 08, 2015
The first strategy centers on parents, and has already received attention in Education Week and elsewhere for its efficacy, low cost, and digital-age currency. It's a program called Ready4K! that uses text messaging to deliver tips to the parents of preschoolers, suggesting fun and easy ways that they can support their children's early literacy development at home.
- October 08, 2015
“There is great value in having a kid grow up to be bilingual, and even if your kid didn’t do quite as well on the standardized math test, maybe that’s worth it,” he said. “In the end, they come out with this whole extra skill they wouldn’t otherwise have had.”
- October 07, 2015
According to the study co-authored by Stanford Graduate School of Education Professor Thomas Dee, 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.
“We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11,” Dee said, “and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.”
- October 07, 2015
We found that delaying kindergarten for one year reduced inattention and hyperactivity by 73 percent for an average child at age 11 and it virtually eliminated the probability that an average child at that age would have an ‘abnormal,’ or higher-than-normal rating for the inattentive-hyperactive behavioral measure.
- October 02, 2015, NPR
That was the moment, "when I knew that the debate was shifting into the larger context in Washington that was all about seeking partisan advantage," says Stanford University professor Thomas Dee, who heads the school's Center for Education Policy Analysis.
The charged rhetoric often drowned out teachers' legitimate concerns about how to put Common Core into action inside the classroom, Dee says. "It is such a heavy lift to ask the nation's teachers to reinvent their teaching practices around these standards."
The ongoing debate over the standards, in many ways, shows the limitations of the federal role reform in America's highly decentralized education system.
- October 02, 2015, LA Times
Congress "essentially ceded power to the executive branch," said Thomas Dee, professor of education and director of the Stanford Center for Education Policy Analysis. "This created a lot of innovation in the field that we could study and learn from, but it also was the beginning of the sense that top-down reforms are sometimes not what people want. I really admire his commitment, but the jury is still out on his legacy."
- September 30, 2015
Congratulations to Sean Reardon, the endowed Professor of Poverty and Inequality in Education, for being named the 2015 Spencer Foundation Lectureship Recipient. The Spencer Foundation Lecture recognizes noteworthy contributions through research and analysis in the field of education policy and management.
- September 22, 2015
Sean Reardon's work explains how the achievement gap exists before children start kindergarten, and research by Rachel Valentino, PhD ’15, reveals that public prekindergarten programs offer minorities and the poor a lower-quality education
- August 24, 2015
- August 21, 2015
- August 20, 2015
Domingue's new research finds a causal connection between genotypes and how far you go in school.
A new study by Ben Domingue, assistant professor at Stanford Graduate School of Education, finds that genetic differences between siblings is associated with how many years of education achieved.
- July 16, 2015
- July 07, 2015
- June 29, 2015, contexts
It’s certainly not news to most sociologists that racial residential segregation in the United States remains high, and that economic segregation has increased considerably in recent decades. But how do these two patterns interact in the current residential landscape?
- June 24, 2015
Poor whites tend to live in more affluent neighborhoods than do middle- class blacks and Latinos, a situation that leaves those minorities more likely to contend with weaker schools, higher crime and greater social problems, according to a new study.