|Title:||Stanford Postdoctoral Fellows Program in the Center for Education Policy Analysis|
|Principal Investigator:||Reardon, Sean||Awardee:||Board of Trustees of the Leland Stanford Junior University|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||5 years (9/01/2013-8/31/2018)||Award Amount:||$686,820|
The program has three primary training goals: (1) to develop methodological expertise to evaluate the effects of educational policies and practices; (2) to develop content expertise in one or more specific policy/practice domains; and (3) to provide the career development necessary to ensure that the fellows are successful and able to make an impact in their field.
Postdoctoral fellows in this program will receive training to conduct high-quality research designed to evaluate education policies and practices. Four fellows will be recruited and will participate in research that focuses on policies and practices intended to improve academic performance of low-income and low-performing students, as well as those that focus on English learners and on postsecondary access.
During their training, fellows will work with their mentors on research grants, audit courses, and attend workshops and professional meetings. These activities will help them deepen their content expertise in one or more specific policy or practice domains and their methodological and statistical expertise. They will also prepare manuscripts for publication, participate in grant writing activities, practice communication skills (e.g., communicating with non-academics), and receive assistance in job-search activities.
Latham, S. (2018). Changes in School Readiness of America's Entering Kindergarteners (1998–2010). In Kindergarten Transition and Readiness (pp. 111–138). NY: Springer.
Journal article, monograph, or newsletter
Bassok, D. and Latham, S. (2017). Kids Today: The Rise in Children's Academic Skills at Kindergarten Entry. Educational Researcher, 46(1), 7–20.
Bassok, D., Gibbs, C. and Latham, S. (2018). Preschool and Children's Outcomes in the Early Grades: Are There Differences Across Two National Cohorts of Kindergarten Entrants? Child Development. https://doi.org/10.1111/cdev.13067.
Bitler, M.P., Domina, T., Penner, E.K., and Hoynes, H. (2015). Distributional Effects of a School Voucher Program: Evidence from New York City. Journal of Research on Educational Effectiveness, 8(3), 419–450. DOI: 10.1080/19345747.2014.921259.
Dee, T.S. and Penner, E. K. (2017). The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. American Educational Research Journal, 54(1): 127–166. doi:10.3102/0002831216677002
Domina, T., McEachin, A.J., Penner, A.M., Penner, E.K., and Conley, A.M. (2015). Aiming High and Falling Short: California's Eighth-Grade Algebra-For-All Effort. Educational Evaluation and Policy Analysis, 37(3): 275–295. doi:10.3102/0162373714543685
Domina, T., Penner, A.M., and Penner, E.K. (2017). Membership has its Privileges: Student Incentives and Stigmatized Identities in the Accountability Era. Sociological Science. doi:10.15195/v3.a13 Full text
Domina, T., Penner, A.M., Penner, E.K., and Conley, A.M. (2014). Algebra for All: California's 8th Grade Algebra Initiative as Constrained Curricula. Teachers College Record, 116(8): 1–32.
Penner, A.M., Domina, T., Penner, E.K., and Conley, A.M. (2015). Curricular Policy as a Collective Effects Problem: A Distributional Approach. Social Science Research, 52: 627–641. doi:10.1016/j.ssresearch.2015.03.008
Penner, E. K. (2018). Early Parenting and the Reduction of Educational Inequality in Childhood and Adolescence. The Journal of Educational Research, 111(2), 213–231. DOI: 10.1080/00220671.2016.1246407.
Penner, E. K. (2016). Teaching for all? Teach for America's Effects on the Distribution of Student Achievement. Journal of Research on Educational Effectiveness, 9(3), 259–282.
Shi, Y. (2018) The Puzzle of Missing Female Engineers: Academic Preparation, Ability Beliefs, and Preferences. Economics of Education Review, 64, 129–143.
Sun, M., Penner, E.K., and Loeb, S. (2017). Resource- and Approach-Driven Multi-Dimensional Change: Three-Year Effects of School Improvement Grants. American Educational Research Journal, 54(4): 607–643. DOI: 10.3102/0002831217695790.
Bassok, D., Dee, T., and Latham, S. The Effects of Accountability Incentives in Early Childhood Education. CEPA Working Paper No. 17–10