News

  • October 23, 2018

    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
  • 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.

  • August 02, 2018

    The researchers, including Richard Murnane of Harvard and Sean Reardon of Stanford, studied private school enrollment trends between 1968 and 2013. They estimate the proportion of students enrolled… at the 10th, 50th, and 90th percentiles of the income distribution, which they refer to as low-, middle-, and high-income.

  • July 23, 2018

    By Marva Hinton

    As more schools consider sending text messages to parents to encourage behaviors that support their child's education, a new research paper finds that it's possible to overdo it when it comes to effectively communicating through texts.

    Earlier this month, the National Bureau of Economic Research published a working paper that examined the impact of the frequency of text messages preschool parents received in a program designed to help them get their children ready for kindergarten.

  • July 18, 2018

    For the past half century, roughly one in 10 U.S. families has chosen to enroll their children in private school. The reasons behind these decisions are as individual as families themselves: some may perceive the quality of education to be better at a private school than their neighborhood school, some may wish to continue a family tradition or be motivated by religious beliefs, and others may seek specialized programs for a child with a particular interest or learning challenge.

  • July 16, 2018

    Do student teachers learn more when they’re mentored by especially effective teachers?

    Three studies released this year offer real evidence that good teaching can be passed down, in a sense, from mentor teacher to student teacher. In several cases, they find that the performance of the student teachers once they have their own full-time classrooms corresponds to the quality of the teacher they trained under.

  • June 28, 2018

    Eric Hanushek, a Stanford professor of economics who studies education, points out that among all the countless reforms tried over the years—smaller schools, smaller class sizes, beautiful new buildings—the one that correlates most reliably with good student outcomes is the presence of good teachers and principals who stick around. When Willie Brown opened, some teachers were making around $43,000 a year, which works out to about the same per month as the city’s average rent of about $3,400 for a one-­bedroom apartment. After a decade of service, a teacher can now earn about $77,000 a year, and that’s under a union contract. (By comparison, a midcareer teacher who moves 40 miles south, to the Mountain View Los Altos District, can make around $120,000 a year.)

  • June 21, 2018
  • June 18, 2018

    “We set out saying that some districts are going to have more stereotypical gender achievement gaps—larger math gaps favoring boys, larger reading gaps favoring girls—and others that are maybe less stereotypical,” said Erin Fahle, who co-authored the study and earns her Ph.D. in education policy from Stanford this month. “Instead what we found was that districts tend to advantage boys or advantage girls.”

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