- October 24, 2017
- October 11, 2017, EdSource
“There’s a growing body of research that shows the congruence between teachers and students on race, ethnicity and even gender appears to help students,” said Thomas S. Dee, a professor of education at Stanford and director of the Stanford Center for Education Policy Analysis.
- October 04, 2017
- October 04, 2017, MinnPost
The Think Small ParentPowered Texts program is modeled after a similar program that piloted in the San Francisco Unified School District during the 2012-14 school year. Encouraged by early signs of success, the folks at Think Small teamed up with Ben York, a Stanford University doctoral graduate who co-created the original texting program, to tailor the texting program to meet the needs of Minnesota families.
- September 28, 2017
Overall, "it's a very encouraging sign for advocates of policies like [rating systems]," said Thomas Dee, the director of the Stanford Center for Educational Policy Analysis, and one of the authors of the paper. "The incentives seem to drive program improvements, and parents are attentive to these ratings and are making decisions based on them."
Dee said those findings mean that the creators of rating systems need to be aware of the complicated interplay between incentives, disincentives, and child-care markets to get the results that they're looking for.
- September 11, 2017
- September 06, 2017
Evidence shows that Haikala has reason to be concerned. A 2011 Stanford University study showed that a wave of resegregation has flowed across the South as courts have released school districts from their desegregation orders. An example of just this sort of resegregation existed not even 70 miles down Interstate 20, in Tuscaloosa. After years of resistance, the Legal Defense Fund and the Justice Department managed to integrate most of the city’s schools by the late 1980s — every black and white student in Grades 6-12 attended the same middle and high school.
- September 05, 2017
Low-income preschoolers and children of color are more likely to get the kind of skill-and-drill instruction I saw at that school than are their higher-income peers, according to a study by Rachel Valentino, an education-policy researcher from Stanford. Across programs in 11 states, including New Jersey, Georgia, and Wisconsin, African American and poor children experienced more time in didactic instruction than white and non-poor children, while white and non-poor children spent more time in interactive instruction
- August 31, 2017
The distribution of private elementary school enrolments in the US has changed over the last half century. This column shows that, overall, fewer middle-class children are now enrolled in private schools. Non-Catholic religious schools play an increasing role in private school enrolments, and today serve more students whose family incomes are in the bottom half of the distribution than Catholic schools do. The increase in residential segregation by income in the US means that urban public schools and urban private schools have less socioeconomic diversity today than they had several decades ago.
- The Great Recession decimated the economy. It also hurt student learning, according to pioneering new studyAugust 30, 2017
“The adverse effects of the recession were concentrated among school districts serving higher concentrations of low-income and minority students,” write researchers Matthew Steinberg and Kenneth Shores. “The Great Recession exacerbated the inequality of student achievement outcomes.”
- August 28, 2017
“The Annenberg Institute intrigues me because of the strength of Brown’s faculty and students, because of Brown’s commitment to social goals, and because of the resources, flexibility and community connections available to undertake this shared mission,” Loeb said. “I couldn’t be more excited to join Brown and begin the work.”
- August 13, 2017
Researchers Jason Grissom of Vanderbilt University and Susanna Loeb of Stanford University published a study in the journal Education Finance and Policy similar to the study by Kraft and Gilmour in Educational Researcher. Both reports compared the formal district evaluations principals submitted with how those principals assessed the same teachers in confidential surveys. The formal and confidential assessments were as different as your view of your company’s latest mission statement might be when talking to your boss or your spouse.
- August 10, 2017
The San Francisco Bay Area, notably Silicon Valley, is known for its ingenuity and rapid growth, thanks in part to the global technology companies that reside there.
An important industry that Silicon Valley depends on is higher education, but it appears that this relationship is an uneasy one, according to Dick Scott and Mike Kirst, two emeriti Stanford faculty members. They, together with a team of colleagues associated with the John W. Gardner Center for Youth and Their Communities, have completed a longitudinal study describing developments in this area over the past 45 years (1970 to 2015).
- July 31, 2017
Decades of highly influential, qualitative scholarship have examined how culturally relevant pedagogy (CRP) and curricula can unlock the academic potential of historically underserved students. This research stresses the importance of aligning classroom content to students' out-of-school experiences, affirming students' cultural competencies and developing their social and political awareness. However, until recently, there has been relatively little quantitative evidence on the educational impact of culturally relevant practices.
- July 25, 2017
“Evidence on the importance of early-grades learning for later-life outcomes suggests that a system that pushes schools to concentrate ineffective teachers in the earliest grades could have serious unintended consequences,” write Jason Grissom of Vanderbilt and Demetra Kalogrides and Susanna Loeb of Stanford, the authors of the study.
- Some Schools Much Better Than Others at Closing Achievement Gaps Between Their Advantaged and Disadvantaged StudentsJuly 24, 2017
Important new work by Reardon and his collaborators shows that not only test scores but also racial test score gaps vary dramatically across American school districts. In this latter paper, Reardon and coauthors report that while racial/ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.