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York, Benjamin N. – Center for Education Policy Analysis at Stanford University, 2014
Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed or how…
Descriptors: Kindergarten, Preschool Teachers, Elementary School Teachers, Grade 1
Pearman, Francis A., II. – Stanford Center for Education Policy Analysis, 2020
This study examines the relationship between county-level estimates of implicit racial bias and black-white test score gaps in U.S. schools. Data from over 1 million respondents from across the United States who completed an online version of the Race Implicit Association Test (IAT) were combined with data from the Stanford Education Data Archive…
Descriptors: Racial Bias, Racial Differences, Scores, Association Measures
Fesler, Lily – Stanford Center for Education Policy Analysis, 2020
Although many programs remotely disseminate information to students about the college application process, there is little evidence as to how students experience these programs. This paper examines a large-scale remote counseling program in which college counselors initiated interactions with 15,000 high school seniors via text message to support…
Descriptors: High School Seniors, College Faculty, Telecommunications, College Applicants
Morton, Emily – Stanford Center for Education Policy Analysis, 2020
Motivated by potential financial savings, four-day school weeks have proliferated across the United States in recent years, reaching public schools in 25 states as of 2018. The consequences of the four-day school week for students, schools, and communities are largely unknown. This paper uses district-level panel data from Oklahoma and a…
Descriptors: School Schedules, Public Schools, Educational Finance, School Districts
Bonilla, Sade – Stanford Center for Education Policy Analysis, 2019
I examine a new generation of Career and Technical Education (CTE) models that has shifted from isolated courses to sequences of study that integrate academics and skills in specific career areas. I use data for a competitive grant administered by the California Department of Education (CDE) that incentives K-12 school districts to partner with…
Descriptors: Vocational Education, High Schools, Colleges, Labor Market
Reardon, Sean F.; Ho, Andrew D.; Kalogrides, Demetra – Stanford Center for Education Policy Analysis, 2019
Linking score scales across different tests is considered speculative and fraught, even at the aggregate level (Feuer et al., 1999; Thissen, 2007). We introduce and illustrate validation methods for aggregate linkages, using the challenge of linking U.S. school district average test scores across states as a motivating example. We show that…
Descriptors: Test Validity, Evaluation Methods, School Districts, Scores
Reardon, Sean F.; Weathers, Ericka S.; Fahle, Erin M.; Jang, Heewon; Kalogrides, Demetra – Stanford Center for Education Policy Analysis, 2019
U.S. public schools are highly segregated by both race and class. Prior research shows that the desegregation of Southern schools in the 1960s and 1970s led to significant benefits for black students, including increased educational attainment and higher earnings. We do not know, however, whether segregation today has the same harmful effects as…
Descriptors: School Segregation, Achievement Gap, Public Schools, Racial Segregation
Shear, Benjamin R.; Reardon, Sean F. – Stanford Center for Education Policy Analysis, 2019
This paper describes a method for pooling grouped, ordered-categorical data across multiple waves to improve small-sample heteroskedastic ordered probit (HETOP) estimates of latent distributional parameters. We illustrate the method with aggregate proficiency data reporting the number of students in schools or districts scoring in each of a small…
Descriptors: Computation, Scores, Statistical Distributions, Sample Size
Fesler, Lily; Dee, Thomas; Baker, Rachel; Evans, Brent – Stanford Center for Education Policy Analysis, 2019
Recent advances in computational linguistics and the social sciences have created new opportunities for the education research community to analyze relevant large-scale text data. However, the take-up of these advances in education research is still nascent. In this paper, we review the recent automated text methods relevant to educational…
Descriptors: Educational Research, Data Analysis, Automation, Methods
Reardon, Sean F.; Papay, John P.; Kilbride, Tara; Strunk, Katherine O.; Cowen, Joshua; An, Lily; Donohue, Kate – Stanford Center for Education Policy Analysis, 2019
In this paper we compare two approaches to measuring the average rate at which students learn in a given school or district. One type of measure--longitudinal growth measures--relies on student-level longitudinal data. A second type--cohort growth measures--relies only on repeated aggregated, cross-sectional data. Because student-level data is…
Descriptors: Measurement Techniques, Growth Models, Cohort Analysis, Longitudinal Studies
Dee, Thomas S.; James, Jessalynn; Wyckoff, James – Stanford Center for Education Policy Analysis, 2019
Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Sustainability, Public School Teachers
Shores, Kenneth A.; Candelaria, Christopher A.; Kabourek, Sarah E. – Stanford Center for Education Policy Analysis, 2019
Sixty-seven school finance reforms (SFRs) in 26 states have taken place since 1990; however, there is little empirical evidence on the heterogeneity of SFR effects. We provide a comprehensive description of how individual reforms affected resource allocation to low- and high-income districts within states, including both financial and…
Descriptors: Educational Finance, Resource Allocation, School Districts, Finance Reform
Weathers, Ericka S.; Sosina, Victoria E. – Stanford Center for Education Policy Analysis, 2019
Resource exposure is believed to be a key mechanism linking patterns of racial segregation and student outcomes during the Brown v. Board of Education era. Decades later, literature suggests that past progress on school desegregation may have stalled, raising concerns about resource equity and associated student outcomes. Are recent trends in…
Descriptors: School Segregation, Racial Segregation, School Districts, School Desegregation
Dee, Thomas S.; Penner, Emily – Stanford Center for Education Policy Analysis, 2019
The My Brother's Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African American Male Achievement (AAMA) program. The AAMA…
Descriptors: Minority Group Students, African American Students, Males, African American Teachers
Gao, Niu – Center for Education Policy Analysis at Stanford University, 2013
This survey report contains the results of the 2009-10, 2010-11, and 2011-12 Teacher and Principal Surveys conducted by Stanford's Center for Education Policy Analysis (CEPA). The surveys were administered to teachers and principals in the San Francisco Unified School District (SFUSD). This report appears in two parts, each highlighting some of…
Descriptors: Teacher Surveys, Principals, Administrator Surveys, Observation
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