- 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
A Stanford University randomized trial examined a simple, inexpensive program called Ready4K!, which simply sent three text messages a week to parents to encourage them to read to their preschoolers — and it was astonishingly successful. Parents read more to children, who then experienced learning gains — and this was particularly true of black and Hispanic children. And because this was text messaging, the cost was less than $1 a family for the whole school year.
- 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.
- June 24, 2015
“I was surprised by the magnitude,” said Sean Reardon, a professor at the Stanford Graduate School of Education and the paper’s lead author. “I thought comparing people at exactly the same income level would get rid of more of the neighborhood differences than it did.”
- Stanford study finds blacks and Hispanics need higher incomes than whites to live in affluent neighborhoodsJune 24, 2015
Sean Reardon's new research reveals troubling patterns of racial segregation that could constrain upward mobility for black and Hispanic families.
- June 23, 2015
- June 16, 2015
- June 02, 2015
- June 01, 2015
- May 21, 2015
Researchers at Stanford University Graduate School of Education will share in a $1.6 million grant from the U.S. Department of Education’s Institute of Education Sciences to launch a three-year study of virtual schooling in Florida.
The study will explore how virtual schooling options affect students’ course progression, academic achievement and teacher effectiveness. Virtual schools have expanded rapidly in many states including Florida.
- May 13, 2015
Congratulations to Ken Shores for receiving the National Academy of Education/Spencer Dissertation Fellowship 2015. Ken is a doctoral candidate in the Administration and Policy Analysis program at Stanford University. He received his B.S. in Economics from the University of Rhode Island in 2003. Prior to coming to Stanford, he was a teacher for five years in Pueblo Pintado, a small Navajo community in the northwest region of New Mexico. He also taught for two years in Quito, Ecuador. Ken studies patterns and trends of educational inequality and the political tools at our disposal for addressing these inequalities. Currently, he is investigating the effects of court-ordered school finance reform using factor methods applied to panel data, and he is developing techniques for constructing welfare-adjusted NAEP scale scores..