News
- May 08, 2017
- May 02, 2017
In a separate study, Heather Hough, Demetra Kalogrides, and Susanna Loeb of Stanford found 5 percent of the differences in schools' math growth in elementary school and 6 percent of the differences in math growth in middle schools, as well as 11 percent of the differences in high schools' graduation rates, could be explained by differences in their school climate and student-reported social skills. That was the case even after controlling for school demographics and quality indicators, like teacher quality. Combining the results of the student social-skills surveys and school climate surveys accounted for 21 percent of the difference in math scores for the lowest-performing 5 percent of low-performing schools.
- April 27, 2017
"We really emphasize that the news articles on shortages tend not to be all that nuanced and the issue of shortage is a lot more nuanced than the public policy discussion," Dan Goldhaber told Education Week. He is director of the Center for Education Data and Research at the University of Washington and a coauthor of the report along with Thomas S. Dee, the associate dean for faculty affairs at Stanford University.
- April 26, 2017
Congratulations to @StanfordCEPA's sean reardon on being a 2017 Andrew Carnegie Fellow recipient! #CarnegieFellows https://t.co/2qOymlfTsJ
— CEPA (@StanfordCEPA) April 26, 2017
- April 25, 2017
The main way well-off families choose schools is by choosing where to live. Increasingly, they’re settling in districts where most children look like theirs. “Rich districts are being created, and leaving middle-to-poor districts behind,” said Ann Owens, a sociologist at the University of Southern California, citing research she conducted with Sean Reardon of Stanford University and Christopher Jencks of Harvard.
- April 20, 2017
- April 19, 2017
Congratulations to @Michael_Kirst, the 2017 recipient of @AERA_EdResearch Distinguished Public Service Award https://t.co/NvUabQN7UU pic.twitter.com/2SlpdiUHmd
— PACE (@edpolicyinca) April 20, 2017
- Congratulations to sean reardon, a newly elected member of the American Academy of Arts and SciencesApril 12, 2017
Congratulations to sean reardon, a newly elected member of the American Academy of Arts and Sciences @americanacad https://t.co/MNdcsGykS7
— CEPA (@StanfordCEPA) April 12, 2017
- 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