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.
The 2017 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, Michael W. Kirst, Sean Reardon, Martin Carnoy, Susanna Loeb, Caroline Hoxby, Thomas Dee, Katharine Strunk*, Edward H. Haertel, Daphna Bassok*, Jason Grissom*, Eric Bettinger.
The decline of the middle class is the key factor in America’s deepening divide between rich and poor. The share of American families living in middle class neighborhoods fell from nearly two-thirds (65 percent) in 1970 to 40 percent in 2012, according to a recent study by Sean Reardon and Kendra Bischoff. At the same time, the share of American families living in either all-poor or all-affluent neighborhoods more than doubled, increasing from roughly 15 percent to nearly 34 percent.
Socioeconomic status and academic achievement are less correlated in Virginia than in most other states, according to recent study by a Stanford University researcher.
Sean Reardon, Stanford’s endowed Professor of Poverty and Inequality in Education, gave a lecture Friday at the University of Virginia. The talk was sponsored by EdPolicyWorks, a collaboration between UVa’s Curry School of Education and Frank Batten School of Leadership and Public Policy.
Sean Reardon and colleagues will study the Common Core's impact on classroom instruction, social disparities and achievement.
The Spencer Foundation and the William T. Grant Foundation have awarded a team of researchers from the University of Michigan, Brown University and Stanford University nearly $5 million for the first phase of a five-year analysis of the Common Core State Standards Initiative, a controversial initiative to overhaul academic achievement standards for K-12 students nationwide.
It is an intellectual puzzle — what is going on that leads to this counterintuitive finding. Something is working in the face of rising income inequality, said Sean Reardon, professor of poverty and inequality in education at Stanford University
Just last week we learned that our collective efforts have paid off: researchers from Stanford University, Columbia University and the University of Virginia found that from 1998 to 2010, the school readiness gap between low-income and high-income children shrunk by 10 percent in math and 16 percent in reading. They attributed this narrowing of the school readiness gap to the collective investments our country has made in preschool and the awareness we have brought to low-income parents who may not have previously known the importance of talking, reading and singing to their children from birth to engage their brains during this critical time.
“Because income inequality and segregation have continued to grow, we expected that we would see a continuing or flattening out of the pattern. We certainly didn’t expect to see the gap narrowing over this time period,” says study coauthor Sean Reardon, a professor in the School of Education at Stanford University.
I think the two most likely explanations are improvements in the quality of preschool available to low-income families and more engagement of families across the income distribution, but particularly low-income families, in sort of cognitively enriching activities with their kids.