Why Are Rich, White Girls Struggling in Math?

June 18, 2018

“We set out saying that some districts are going to have more stereotypical gender achievement gaps—larger math gaps favoring boys, larger reading gaps favoring girls—and others that are maybe less stereotypical,” said Erin Fahle, who co-authored the study and earns her Ph.D. in education policy from Stanford this month. “Instead what we found was that districts tend to advantage boys or advantage girls.”

Where Boys Outperform Girls in Math: Rich, White and Suburban Districts

June 13, 2018

“It could be about some set of expectations, it could be messages kids get early on or it could be how they’re treated in school,” said Sean Reardon, professor of poverty and inequality in education at Stanford, who conducted the study with Erin Fahle, a doctoral candidate in education policy there, and colleagues. “Something operates to help boys more than girls in some places and help girls more than boys in other places.”

New Stanford education study shows where boys and girls do better in math, English

June 13, 2018

A review of test scores from 10,000 school district finds that gender gaps in math and English vary with community wealth and racial diversity.

When Stanford Professor Sean Reardon and his research team set out to take an unprecedented look at how elementary school girls and boys compare in academic achievement, they expected to find similar stereotype-driven patterns across all 10,000 U.S. school districts: boys consistently outperforming girls in math and girls steadily surpassing boys in reading and writing by a wide margin.

New Chicago schools chief faces challenges despite major strides

April 17, 2018

Chicago Public Schools, one of the largest school systems in the country, is reporting academic improvement in spite of past troubles. Now city leaders are looking to new CEO Janice Jackson to keep things moving forward.

Sean Reardon: "The growth rate from third to eighth grade in Chicago is the fastest among the 100 large districts in the United States. It is number one."

These test formats favor different genders

April 11, 2018

“The evidence that how male and female students are tested changes the perception of their relative ability in both math and ELA suggests that we must be concerned with questions of test fairness and validity,” says Sean Reardon, professor of poverty and inequality in education at Stanford Graduate School of Education and a senior fellow at Stanford Institute for Economic Policy Research.

How Test Format May Influence Gender Achievement Gaps on State Standardized Tests

March 28, 2018

Measured achievement gaps between male and female students on state accountability tests are larger (more male-favoring) on tests with more multiple-choice questions and fewer constructed-response (i.e., open-ended) questions. Gaps are more female-favoring on tests with fewer multiple-choice questions and more constructed-response questions. Differences in the question format among states’ tests explain approximately 25 percent of the variation in achievement gaps across states and districts.

Good Leaders Make Good Schools

March 12, 2018

Sean Reardon of Stanford compared changes in national test scores between third and eighth grade. He found that Chicago students were improving faster than students in any other major school district in the country. Chicago schools are cramming six years’ worth of education into five years of actual schooling.

Stanford professor finds income not the main determinant of public school effectiveness

January 16, 2018

study by Sean F. Reardon, professor of poverty and inequality in education at the Graduate School of Education, found that socioeconomic status in U.S. public school districts only weakly correlated with growth in students’ average test scores over time.

Reardon told Business Insider that students’ rate of test score improvement over time is a better measure of a given school’s effectiveness.

CEPA faculty and alumni score high marks on the 2018 RHSU Edu-Scholar Public Influence Rankings

January 10, 2018

The 2018 RHSU Edu-Scholar Public Influence Rankings were released this week and CEPA faculty and alumni* scores high marks on the list. Of the 200 education scholars ranked, 12 faculty and alumni* made the list: Eric Hanushek, Martin Carnoy, Michael W. Kirst , Sean Reardon, Susanna Loeb, Thomas Dee, Caroline Hoxby, Rob Reich, Jason Grissom*, Eric Bettinger, Daphna Bassok*, Katharine Strunk*

A Stanford study of 45 million students found something startling about which kids succeed

January 08, 2018

"There are many relatively high-poverty school districts where students appear to be learning at a faster rate than kids in other, less poor districts," Reardon said in a statement. "Poverty clearly does not determine the quality of a school system."