A 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.
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*
"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."
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,” said Reardon, who holds an endowed professorship in Poverty and Inequality in Education. “Poverty clearly does not determine the quality of a school system.
A novel, large-scale study from Stanford University shows Rochester-area primary schools are dead last among the 200 largest cities in the country for academic growth.
The study, from Stanford's Center for Education Policy Analysis, examines standardized test score results for all Rochester children and reports the apparent progress by cohort year — that is, how much more 2017 eighth-graders know compared to 2016 seventh-graders.
In the Chicago Public Schools system, enrollment has been declining, the budget is seldom enough, and three in four children come from low-income homes, a profile that would seemingly consign the district to low expectations. But students here appear to be learning faster than those in almost every other school system in the country, according to new data from researchers at Stanford.
I study inequality and equity, and central to that are the questions of what we mean by equity, what we mean by justice, what we mean by inequality. I constantly have to think about what our definitions are and what we are striving for. You can’t figure out how to get there unless you can identify the target. Those are very similar conversations to what I used to have in PLS.
Reardon used scores from a standardized test all Illinois students are required to take to measure that growth. But because other states rely on different tests to gauge the same thing, he averaged actual scores in math and English across the nation to benchmark proficiency.
"We define grade level as the average of that grade in the country," Reardon said in a phone interview. "The proficiency levels that states set for their tests are defined by groups of experts that say, 'This is what we think a kid should know in this grade.’ "
“Chicago moves from being relatively low-performing even among similar school districts to having test scores that are much closer to the national average,” he told the audience of education experts from the University of Chicago, the Council of Great City Schools, the University of Illinois at Chicago and several foundations. “So that’s remarkably fast, that’s like an extra year of schooling squeezed in somehow between third and 8th grade.”