News
- April 03, 2017
Congratulations to this year's recipient of the prestigious James A. Kelly Award, Michael W. Kirst! https://t.co/uCAFhIe59G
— NBPTS (@NBPTS) April 7, 2017
- March 27, 2017
Through the Stanford-SFUSD partnership I had the opportunity to use the district's data to evaluate the TK program. I leveraged the age eligibility requirements to compare the outcomes of students who attended TK to students who attended San Francisco's universal prekindergarten program. TK differs from the universal prekindergarten program in that it is folded into the larger K-12 system, employs teachers that are more highly educated and compensated, and offers a more academically focused curriculum established by SFUSD.
- March 27, 2017
Whether the goal is to identify and describe trends and variation in populations, create new measures of key phenomena, or describe samples in studies aimed at identifying causal effects, description plays a critical role in the scientific process in general and education research in particular. Descriptive analysis identifies patterns in data to answer questions about who, what, where, when, and to what extent. This guide describes how to more effectively approach, conduct, and communicate quantitative descriptive analysis. The primary audience for this guide includes members of the research community who conduct and publish both descriptive and causal studies, although it could also be useful for policymakers and practitioners who are consumers of research findings. The guide contains chapters that discuss the important role descriptive analysis plays; how to approach descriptive analysis; how to conduct descriptive analysis; and how to communicate descriptive analysis findings.
- March 19, 2017
THANK YOU from @aefpweb and congratulations to @SusannaLoeb @StanfordCEPA . Winner of #AEFP2017 Outstanding Service Award. pic.twitter.com/JMd8n1MGxy
— AEFP (@aefpweb) March 18, 2017
- March 17, 2017
.@StanfordCEPA is the #1 Education Policy program for the 11th year running! @USNewsEducation https://t.co/mh1B2p8jNT pic.twitter.com/gEtKPqfOgg
— CEPA (@StanfordCEPA) March 17, 2017
- March 17, 2017
Many policymakers tout universal preschool as a strategy for reducing the achievement gap that exists before children begin school, and for preparing all children for the increased academic rigor of kindergarten. Some studies have shown long-term benefits of preschool, but many find that by about 3rd grade, the advantage children who attended preschool had over children who did not has disappeared—the so-called "fade out" effect. Studies that point to fade-out disappoint policymakers who want to see long-term returns on resources devoted to early-childhood education.
- March 09, 2017
Law Professor William Koski will receive the 2017 Miriam Aaron Roland Volunteer Service Prize for his two decades of inspiring and training the next generation of social justice lawyers and improving educational opportunities for disadvantaged youth.
The Haas Center for Public Service awards the Roland Prize annually to members of the faculty “who engage and involve students in integrating academic scholarship with significant and meaningful volunteer service to society.”
- March 07, 2017
- February 28, 2017
Research on school climate; shifts in race, income and gender-based achievement gaps; learning tools and approaches; and more appeared in the 20 most popular journal articles published by the American Educational Research Association in 2016. Based on the number of times they were accessed online, the following were the most popular AERA research articles published in 2016.
- February 28, 2017
Proponents of “school choice” say that voucher programs – which allow parents to use state education funds to enroll their children in private schools – promote learning by providing access to different types of schools and by fostering competition that motivates public schools to improve.
But there’s no evidence that voucher programs significantly increase test scores, according to a new report by Stanford Graduate School of Education (GSE) Professor Martin Carnoy.
- February 27, 2017
- February 13, 2017
The release of a new report on the effects of School Improvement Grants (SIG), part of the American Recovery and Reinvestment Act aimed at improving the nation’s lowest performing schools, called into question the viability of improving low-performing schools at scale. The report stated that, “Implementing a SIG-funded model had no impact on math or reading test scores, high school graduation, or college enrollment.”
- February 09, 2017
The strongest correlates of achievement gaps are local racial/ethnic differences in parental income, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns.
- January 31, 2017
- January 30, 2017
- January 26, 2017