News

  • August 01, 2012

    The U.S. educational system needs top-to-bottom rehabilitation. The nation’s long-term economic growth depends on it. And the strength of that growth — remember, we’re aiming for 4% annually — is directly related to the quality of our schools, according to Eric A. Hanushek, a fellow at the Hoover Institution of Stanford University.

  • July 31, 2012

    When it comes to educational performance, and socioeconomic mobility in general, these income and gender pay disparities matter. The capacity to spend if not the actual dollars spent on a child's education is linked to his or her educational success. Earlier this year the New York Times reported on a study by Stanford scholar Sean F. Reardon demonstrating that income is tightly related to academic performance. Reardon's study looks in depth at the correlation between income and standardized test performance, finding that that between 1960 and 2007, the gap in standardized test scores between affluent and low-income students had grown by nearly 40 percent.

  • July 27, 2012
  • July 23, 2012

    When asked to propose ways to deal with budget cuts, the National Park Service famously proposed closing the Washington Monument, and this tactic of choosing the most egregious conceivable action as a way of forestalling budget cuts is enshrined in budgeting lore.

  • July 18, 2012

    The importance of economic growth for the economic well-being of countries is well-recognized throughout Latin America, but the long term history of development in the region has been almost uniformly disappointing. Moreover, while the causes of this lagging growth have been the subject of dispute with various economists pointing to such factors as political instability, international trade policy, monetary instability, and the like, recent analysis by Ludger Woessmann and me suggests a very straightforward explanation.

  • July 17, 2012

    Black and Hispanic students remain significantly underrepresented in the most selective colleges, according to a new report.

    The study, released by Stanford University's Center for Education Policy Analysis, analyzed race, income and enrollment patterns at top-tier universities from 1982 to 2004.

  • July 16, 2012

    “The United States’ failure to educate its students leaves them unprepared to compete and threatens the country’s ability to thrive in a global economy.” Such was the dire warning issued recently by an education task force sponsored by the Council on Foreign Relations. Chaired by former New York City schools chancellor Joel I. Klein and former U.S.

  • July 02, 2012

    President Barak Obama nominated Susanna Loeb, the Barnett Family Professor of Education at Stanford University, to be a Member of the Board of Directors of the National Board for Education Sciences on March 16, 2012. The Senate confirmed Professor Loeb’s appointment on June 29, 2012 for a four year term expiring March 15, 2016.

  • July 01, 2012

    Thanks to a generous gift from the Barnett Charitable Foundation, the School of Education has a new endowed chair in education policy. The Barnett Family Professorship in Education was established with a gift from the foundation at the direction of Karrie and Larry Barnett, ’78; Annie and Jim Barnett, ’80, JD/MBA ’84; and Laurey Barnett Treiger, ’81, and Brian Treiger, and with university matching funds. Professor Susanna Loeb, the faculty director of the Center for Education Policy Analysis (CEPA), has been named the inaugural chair.

  • June 15, 2012

    Now, a significant new study by researchers Susanna Loeb of Stanford University, Matthew Ronfeldt of the University of Michigan and Jim Wyckoff of the University of Virginia upends Hannaway’s assumption. The study, “How Teacher Turnover Hurts Student Achievement,” concludes that, separate from the relative quality of teachers who may be brought in to replace those who leave, teacher turnover itself harms a school. Turnover affects morale and the professional culture at a school. It weakens the knowledge base of the staff about students and the community. It weakens collegiality, professional support and trust that teachers depend on in their efforts to improve achievement.

  • June 05, 2012

    There has been considerable discussion about the advantages of benchmarking the performance of American students in various states and localities to international tests. In simplest terms, this is something we should support because it would provide new and important information to both states and localities. This new information would also provide added impetus to the imperative to improve our schools.
    The U.S. is in the throes of developing new standards and new tests of student performance, actions that reflect a general dissatisfaction with the level of student achievement. Much of this movement is hooked to a focus on better preparing students for college and work – a focus partly emanating from the consensus opinion that we must improve our human capital if we are to be internationally competitive.
    But the available (and prospective) information on student performance is extraordinarily hard to interpret.

  • June 01, 2012

    It’s no surprise that Americans spend a large share of their incomes to live in the best neighborhoods they can afford. And increasingly our neighbors’ bank accounts are looking more and more like our own.

    In 1970 two-thirds of families lived in middle-income neighborhoods; by 2008 only 43 percent of families lived in such neighborhoods. At the same time, the percentage of families who lived in predominantly poor or predominantly affluent neighborhoods increased by more than 60 percent. By 2008 nearly one in three families in U.S. metropolitan areas lived in neighborhoods at the extremes of the local income spectrum.

  • June 01, 2012

    Congratulations to CEPA graduates! We wish them the best of luck in all of their future endeavors.

    • Nicole Arshan, Research Analyst, SRI International
    • Kendra Bischoff, Assistant Professor of Sociology, Cornell University
    • Anna Chmielewski, Postdoctoral Research Associate, College of Education, Michigan State University
    • Heather Hough, Policy Fellow, PPIC (Public Policy Institute of California)
    • Maria Perez, Assistant Professor of Policy Analysis, Evans School of Public Affairs, University of Washington
    • Kristopher Proctor, Assistant Professor of Sociology and Criminology, Avila University
  • May 30, 2012

  • May 16, 2012

    Five years ago, Stanford's Institute for Research on Educational Policy and Practice (IREPP) released a landmark report on the state of education in California called "Getting Down to Facts." That project, led by education Professor Susanna Loeb, examined the state's K-12 educational finance and governance systems. The project concluded that the state's education system could not make significant improvements without increased spending on schools and a comprehensive policy overhaul. 

    This month another Stanford research center, Policy Analysis for California Education (PACE), issued a progress report evaluating the last five years and looking ahead to the future. The Stanford News Service spoke with PACE's executive director, Professor David Plank, about the improvements made and the challenges that remain.

  • May 07, 2012

    Analysis: More Minnesota students relying on free and reduced lunches. So should schools focus their resources on the racial achievement gap or the income gap? Stanford University sociologist Sean Reardon would argue for the income gap. "We've focused a lot on race and I think it's important to keep paying attention to, but I would like to see us increase the amount of attention we're paying to the socio-economic achievement gaps because they're big, they're growing, and they have huge implications for the future workforce and the health of the economy," he said.

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