News
- April 10, 2014
- April 08, 2014
In a study we conducted that was recently published in Educational Evaluation and Policy Analysis, we look at one strategy for addressing the concerns above and increasing persistence in college: individualized student coaching. We present evidence from a randomized experiment conducted in conjunction with InsideTrack, an independent student coaching service. Over the course of two separate school years, InsideTrack provided coaching to randomly assigned students attending public, private, and proprietary universities. Most of the participating students were non-traditional college students enrolled in degree programs.
- April 07, 2014
“I think they have a mixed record, frankly. Race to the Top was a little different because instead of giving everybody a little bit of money, they insisted that individual states tell them what they would do with the money,” said Eric Hanushek, a senior fellow at Stanford University’s Hoover Institution who specializes in the economic analysis of educational issues.
- April 03, 2014
- April 03, 2014
- April 03, 2014
Over the last two decades, research on student achievement has pinpointed the central role of teachers. While other factors—families, peers, neighborhoods—are obviously elements in a student’s learning, it is the school and particularly the teachers and administrators that are given the public responsibility for the education of our youth. There is a general consensus that improving the effectiveness of teachers is the key to lifting student achievement, although questions remain about how best to do this.
- March 26, 2014
A Stanford researcher, working with student-athletes at an East Coast college, found that some athletes suffer academically from the "dumb jock" stereotype. Professor Thomas Dee suggests that coaches and advisers talk with student-athletes about the phenomenon.
- March 26, 2014
After delving more deeply into specific practices and behaviors of instructional leadership, however, researchers Susanna Loeb and Ben Master of Stanford University and Jason Grissom of Vanderbilt University, found that classroom "walk-throughs"—the most typical instruction-related activity of principals in Miami-Dade schools—were negatively associated with student performance, especially in high schools.
- March 25, 2014
- March 19, 2014
- March 18, 2014
Thomas Dee, professor of Stanford Graduate School of Education, is elected to Board of Directors at the 39th Annual Conference of Association for Education Finance and Policy (AEFP).
- March 17, 2014
The study—commissioned by the San Francisco district and conducted by Sean Reardon at Stanford—compared the progress of English-learners as they moved from kindergarten through elementary grades and into middle school by looking at their scores on California's annual English-language proficiency tests, the rates at which they were reclassified as English-fluent, and their scores on state exams. The study also looked at the differences in effectiveness between the district's two largest groups of ELLs: Chinese speakers and Spanish speakers.
- March 12, 2014
By Eric A. Hanushek
There is a small community that closely watches the various school finance court cases that are always creating background noise for education policy discussions. This community was rewarded last week with a new decision from the Kansas Supreme Court. Importantly, its decision in Gannon v. Kansas potentially signals a new direction for these cases. Instead of deciding whether or not the Kansas legislature had dedicated sufficient funds to its local schools, it chose to highlight the importance of student outcomes.
- March 04, 2014
The 2014 conference theme is New Players in Education Finance and Policy. Both K-12 and higher education are in the midst of rapid and fundamental change: proliferation of new technology; new sources of investment capital and start-up vendors offering potentially game changing products/services; new public-private partnerships; venture philanthropy; continued growth of new sources of teachers and school leaders; the emergence of ‘big data.’ What is the impact of these trends on the education sector and the prospects for improving effectiveness and equity? How can research help make sense of this fast-changing environment?
- February 28, 2014
- February 24, 2014
Stanford research has found that high-quality English instruction helps student performances across other subjects – including math – in future years. Great English teachers boost their students' achievements in math, a very different subject, according to Stanford researchers. The researchers found that students of good language arts teachers had higher than expected math scores in subsequent years – a crossover effect.