News

  • July 24, 2017

    Important new work by Reardon and his collaborators shows that not only test scores but also racial test score gaps vary dramatically across American school districts. In this latter paper, Reardon and coauthors report that while racial/ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.

  • July 07, 2017

    Stanford's Educational Opportunity Monitoring Project has dug deeply into available data, searching for what other factors beyond poverty might be influencing the black-white achievement gap.

    Researcher Sean Reardon studied the multiple factors that contribute to the gap, using more than 200 million test scores from schools and districts across the country.

    Reardon and his fellow researchers wanted to see which factors are most closely correlated with the achievement gap. They looked at two sets of factors that account for about three-fourths of the gap.

  • 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.

  • May 25, 2016
  • May 04, 2016

    We may be living at a time when education should be readily available for everyone, but knowledge still appears to be hard to come by. A new research suggests that black and Latino students are still a few grade levels behind their white classmates.

    Stanford University conducted an educational study on the test scores of around 40 million US students and discovered that students of color had lower scores than white students. In addition to that, the academic-achievement gap between white and colored students was even greater in wealthy university towns like Evanston in Illinois and Berkeley in California.

  • May 04, 2016

    Sean Reardon, the author of the Stanford study—”The Geography of Racial/Ethnic Test Score Gaps”—noted that Lexington is among the richest communities in the nation.

    Just below Lexington on the chart are other wealthy Massachusetts suburbs—including Belmont, Boxborough, Carlisle, Concord, Newton, Shrewsbury, Sudbury and Wincester—all of which achieve more than three grades above the national average.

    “On average, school districts in Massachusetts, whether they’re poor or middle class or affluent, tend to do better than similar school districts around the country in terms of test scores,” he said.

  • April 29, 2016

    Mr. Reardon said the analysis should not be used to rank districts or schools. Test scores reflect not just the quality of schools or their teachers, but all kinds of other factors in children’s lives, including their home environment; whether they attended a good preschool; traumas they have experienced; and whether their parents read to them at night or hire tutors.

  • April 29, 2016

    We don’t administer a single standardized exam to all U.S. students, so a clear picture of the differences in academic performance across schools and districts has been elusive up until now, said Sean Reardon, the Stanford education professor who devised the statistical methods that make it possible to compare the mandatory tests administered in different states.

  • April 29, 2016