News
- August 18, 2016
Stanford scholar Prashant Loyalka says that incentives focused on faculty pay and student study could boost China’s higher education institutions. One area that needs attention, he said, is that Chinese students do not improve their critical thinking skills during college as much as Western students.
- June 23, 2016
“These are not new trends, but the increase in segregation in the last five years exacerbates the increase in economically polarized communities that has occurred over the last four decades,” Kendra Bischoff and Sean Reardon wrote in their recent study, “The Continuing Increase in Income Segregation, 2007-2012.”
- June 21, 2016
Sometimes you're really not going to find the value of these programs until you can study what happens to students much later in their lifecycle, said Oded Gurantz, an education policy doctoral student at Stanford University and another author of the report.
- June 13, 2016
Congratulations to our new PhDs: Christopher Candelaria, Tassia Cruz, Lindsay Fox, Brian Holzman, Ken Shores, Camille Whitney.
- June 01, 2016
These were pretty striking quality differences across these early childhood settings, said Susanna Loeb, an author of the study and Barnett Family Professor of Education at Stanford University. But what we really wanted to know was if these large differences in quality impacted children’s school readiness.
- May 30, 2016
“We’re asking how spouses are alike, how this is affecting the number of children they have, and then asking how both of these are changing over time,” said Ben Domingue, an assistant professor in the Graduate School of Education at Stanford University and one of the authors of the study. “We see an increasing stratification across society in terms of mating and fertility, but it’s not corresponding to changes in the underlying genetic signature.”
- May 26, 2016
- May 25, 2016
- May 25, 2016
- May 10, 2016
"I think we like to think, 'Here we have this problem, but it's fixable. We know we could figure it out.' It's not clear we've figured it out," said Reardon, a professor of poverty and inequality in education at Stanford. "There's some deep ... problems that we as a society haven't faced up to yet."
- May 04, 2016
Schooling policy in the U.S. is in flux. And the future of America’s state economies is at stake.
The No Child Left Behind Act that drove much of the overall policy discussion became increasingly dysfunctional and was belatedly replaced by the Every Student Succeeds Act. A key element of this new act is returning the locus of educational policy to individual states. That move is not without risk.
- May 04, 2016
We may be living at a time when education should be readily available for everyone, but knowledge still appears to be hard to come by. A new research suggests that black and Latino students are still a few grade levels behind their white classmates.
Stanford University conducted an educational study on the test scores of around 40 million US students and discovered that students of color had lower scores than white students. In addition to that, the academic-achievement gap between white and colored students was even greater in wealthy university towns like Evanston in Illinois and Berkeley in California.
- May 04, 2016
Sean Reardon, the author of the Stanford study—”The Geography of Racial/Ethnic Test Score Gaps”—noted that Lexington is among the richest communities in the nation.
Just below Lexington on the chart are other wealthy Massachusetts suburbs—including Belmont, Boxborough, Carlisle, Concord, Newton, Shrewsbury, Sudbury and Wincester—all of which achieve more than three grades above the national average.
“On average, school districts in Massachusetts, whether they’re poor or middle class or affluent, tend to do better than similar school districts around the country in terms of test scores,” he said.
- April 29, 2016
Mr. Reardon said the analysis should not be used to rank districts or schools. Test scores reflect not just the quality of schools or their teachers, but all kinds of other factors in children’s lives, including their home environment; whether they attended a good preschool; traumas they have experienced; and whether their parents read to them at night or hire tutors.
- April 29, 2016
We don’t administer a single standardized exam to all U.S. students, so a clear picture of the differences in academic performance across schools and districts has been elusive up until now, said Sean Reardon, the Stanford education professor who devised the statistical methods that make it possible to compare the mandatory tests administered in different states.
- April 29, 2016