- June 06, 2013, The Hill
Thirty years ago last month, President Ronald Reagan’s Education Department released A Nation at Risk. The report said unequivocally that U.S. education was in crisis. What does it say that in 2013, the same imminent threats to our nation’s global leadership and the attainability of the American dream for all students still exist?
Our schools are neither excellent nor equitable, but we allow this to continue with just lip service about the problem. If we allow another three decades of slow movement on dealing with these issues, it will have profound implications for America’s economic and social well-being. These problems cannot be swept under the rug if America and our children are to realize their full potential.
- May 30, 2013
- May 28, 2013
A 20-year study of the early childhood care and education workforce finds improvements in wage, turnover and qualifications, but big problems remain.
Daycare workers and preschool teachers are more educated, receive better pay, and remain longer in the field today than in 1990, but they continue to be poorly compensated, to have high turnover, and to lack Bachelor's degrees, according to a new study by researchers from the Stanford Graduate School of Education, the University of Virginia and Cornell University.
- May 22, 2013
- May 15, 2013
Professor of Education Sean Reardon recently published a controversial New York Times opinion piece titled "No Rich Child Left Behind," in which he detailed his research on the widening achievement gap between students from high- and low-income families. Reardon spoke with The Daily about the feedback he has received on the piece and his thoughts on how the achievement gap can be narrowed.
- May 13, 2013
Congratulations to Jon Valant for receiving the Spencer Foundation Dissertation Fellowship 2013-2014. Jon is a doctoral candidate in Educational Policy at Stanford University. He studies education policies and politics as they relate to K-12 achievement gaps. He is particularly interested in school choice in urban settings, both with respect to how families choose schools and how schools of choice serve their students.
- April 27, 2013
Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. Students growing up in richer families have better grades and higher standardized test scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion.
- April 24, 2013
- April 23, 2013
"It is well-known that teachers systematically sort across schools, disadvantaging low-income, minority and low-achieving students," said Demetra Kalogrides, a research associate at the Graduate School of Education's Center for Education Policy Analysis and one of the study's three authors. "Our findings are novel because they address the assignment of teachers to classes within schools. We cannot assume that teacher sorting stops at the school doors."
- April 21, 2013
The Graduate School of Education and the Office of the Vice Provost for Online Learning are partnering to advance research on how people learn.
Mitchell Stevens, associate professor of education, has been appointed to a newly created position — director of digital research and planning — in which he will help bridge research efforts in the Office of the Vice Provost of Online Learning and the Graduate School of Education. This is a two-year appointment effective immediately.
- April 06, 2013
A little pocket of Los Angeles County tucked into the foothills of the San Gabriel Mountains reflects a crucial facet of suburban life. There’s tiny, wealthy Bradbury, a town that prides itself on having one of the richest ZIP codes in Los Angeles, where a house is on the market for $68.8 million. A couple of miles to the east is Azusa. This modest suburb is more than two-thirds Latino, a town of working families whose incomes and home values are a sliver of the wealth nearby.
- April 01, 2013
Stanford faculty members share their online education experiences. "It's the beginning of a wholesale reorganization of teaching and learning in higher education," said Mitchell Stevens, associate professor of education and co-convener of Education's Digital Future, a hub of academic discussion around these issues. "It will very soon be an unignorable phenomenon. This is not a fringe activity. This is something that will be reorganizing the entire sector."
- March 29, 2013
A new study finds that when low-income, high-achieving students get targeted information about their full range of college-going opportunities, they apply to selective colleges in larger numbers, attend and graduate.
- March 26, 2013
sean reardon of Stanford University and Andrew Ho of Harvard University are the 2013 recipients of the Palmer O. Johnson Award for the article, Estimating Achievement Gaps From Test Scores Reported in Ordinal 'Proficiency' Categories, published in the Journal of Educational and Behavioral Statistics in August 2012. This award is to be given for an outstanding article appearing in an AERA-sponsored publication.
- March 26, 2013
Eric Hanushek and Paul Peterson discuss how aligning teacher salaries with effectiveness is necessary to improve the efficiency of school spending. Paying teachers according to effectiveness is particularly important when faced with budget pressures.
- March 21, 2013
“This changes almost everything,” said Michael Kirst, president of the California State Board of Education and professor emeritus at the Stanford Graduate School of Education, in opening his testimony on March 13 before the California State Senate Education Committee. And he then listed examples of the new deeper learning standards that are to be adopted: “Students will be able to understand, describe, explain, justify, prove, derive, assess, illustrate, analyze, model, construct, compare, investigate, summarize and evaluate — those are some of them.”