Sean Reardon

The postdoctoral training program provided training to 4 postdoctoral fellows for 2 years each.

Helping students attain English proficiency and ensuring mastery of academic material is a pressing educational concern. ELLs (English language learners) must simultaneously learn English and academic content in order to progress in school, graduate, and enter the labor market. The purpose of this project is to explore the relationship between instructional programs and academic achievement from kindergarten through entry to postsecondary education in four different types of ELL programs tha...

The project developed and assessed a set of methods for estimating achievement gaps and their standard errors in order to address two practical problems affecting the use of achievement gap statistics: (1) the dependence of traditional gap statistics-mean differences and effect sizes-upon scaling decisions, and (2) the reporting of achievement data in categorical terms (e.g., below basic, basic, proficient, and advanced) rather than as test score results and their distributional statistics (...

The purpose of this project was to provide practical guidance to education researchers on how to estimate program impacts using a regression discontinuity (RD) design with more than one rating variable. It is often the case that assignment to an education intervention is based on multiple criteria. For example, graduation from high school may depend on a student successfully passing standardized tests in several subjects and meeting Adequate Yearly Progress requires schools to meet a number ...

The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.

Over the last few decades, black students have scored on average from one-half to one standard deviation below white students on national tests of math and reading. The primary research question addressed in this project is whether school segregation patterns (both racial and economic) account for some of the variation in the racial achievement gap. More specifically, are policies and school assignment practices aimed at reducing racial segregation associated with reductions in racial achi...