|Title:||Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis|
|Principal Investigator:||Reardon, Sean||Awardee:||Stanford University|
|Program:||Predoctoral Interdisciplinary Research Training Programs in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$4,999,828|
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. Educational policy, for the purposes of this program, encompasses federal and state educational policy and law and school district policies and practices pertaining to school leadership, human resources, curricula, and instructional practices, as well as the impact of other social policies (e.g., immigration law and policy) as they pertain specifically to educational processes and outcomes. Fellows participated in an interdisciplinary core curriculum consisting of coursework in education policy, discipline-based theory, and applied quantitative research methods, including a 1-year course in applied statistical analysis, a course in measurement, several elective courses in statistics, and an ongoing interdisciplinary quantitative methods seminar. Fellows received additional training through research apprenticeships, a series of annual summer advanced training workshops, an ongoing educational policy analysis speaker series, and a series of annual conferences on educational policy analysis.
35 students completed the training program funded under this award at Stanford University.
* Also received funding through training grantR305B1400090
Project Website: https://cepa.stanford.edu/iesdoctoraltraining/
Related IES Projects: Stanford University received an additional award (R305B140009) in 2014
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Baker, R., Evans, B., & Dee, T. (2016). A randomized experiment testing the efficacy of a scheduling nudge in a Massive Open Online Course(MOOC). AERA Open, 2(4), 2332858416674007.
Baker, R., Klasik, D., & Reardon, S. F. (2018). Race and stratification in college enrollment over time. AERA Open, 4(1), 2332858417751896.
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Fahle, E. M., & Reardon, S. F. (2018). How much do test scores vary among school districts? New estimates using population data, 2009–2015. Educational Researcher, 47(4), 221–234.
Finch, J. E., & Obradovic, J. (2017). Unique effects of socioeconomic and emotional parental challenges on children's executive functions. Journal of Applied Developmental Psychology, 52, 126–137.
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Gurantz, O. (2018). A Little Can Go a Long Way: The Impact of Advertising Services on Program Take-Up. Educational Evaluation and Policy Analysis, 40(3), 382–398.
Gurantz, O., Hurwitz, M., & Smith, J. (2017). College enrollment and completion among nationally recognized high-achieving Hispanic students. Journal of Policy Analysis and Management, 36(1), 126–153.
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Master, B., Loeb, S., Whitney, C., & Wyckoff, J. (2016). Different skills? Identifying differentially effective teachers of English language learners. The Elementary School Journal, 117(2), 261–284.
Nakagawa, M., & Wotipka, C. M. (2016). The worldwide incorporation of women and women's rights discourse in social science textbooks, 1970–2008. Comparative Education Review, 60(3), 501–529.
Obradovic, J., & Finch, J. E. (2017). Linking executive function skills and physiological challenge response: Piecewise growth curve modeling. Developmental Science, 20(6), e12476.
Obradovic, J., Portilla, X. A., & Ballard, P. J. (2016). Biological sensitivity to family income: Differential effects on early executive functioning. Child Development, 87(2), 374–384.
Obradovic, J., Portilla, X. A., Tirado-Strayer, N., Siyal, S., Rasheed, M. A., & Yousafzai, A. K. (2017). Maternal scaffolding in a disadvantaged global context: The influence of working memory and cognitive capacities. Journal of Family Psychology, 31(2), 139.
Obradovic, J., Tirado-Strayer, N., & Leu, J. (2013). The importance of family and friend relationships for the mental health of Asian immigrant young adults and their nonimmigrant peers. Research in Human Development, 10(2), 163–183.
Obradovic, J., Yousafzai, A. K., Finch, J. E., & Rasheed, M. A. (2016). Maternal scaffolding and home stimulation: Key mediators of early intervention effects on children's cognitive development. Developmental Psychology, 52(9), 1409.
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Reardon, S. F., Fahle, E. M., Kalogrides, D., Podolsky, A., & Zárate, R. C.(2019). Gender achievement gaps in US school districts. American Educational Research Journal, 56(6), 2474–2508.
Reardon, S. F., & Portilla, X. A. (2016). Recent trends in income, racial, and ethnic school readiness gaps at kindergarten entry. AERA Open, 2(3), 2332858416657343.
Reardon, S. F., Kalogrides, D., Fahle, E. M., Podolsky, A., & Zárate, R. C. (2018). The relationship between test item format and gender achievement gaps on math and ELA tests in fourth and eighth grades. Educational Researcher, 47(5), 284–294.
Reardon, S. F., Shear, B. R., Castellano, K. E., & Ho, A. D. (2017). Using heteroskedastic ordered probit models to recover moments of continuous test score distributions from coarsened data. Journal of Educational and Behavioral Statistics, 42(1), 3–45.
Shear, B. R.(2018). Using Hierarchical Logistic Regression to Study DIF and DIF Variance in Multilevel Data. Journal of Educational Measurement, 55(4), 513–542.
Shear, B. R., & Reardon, S. F. (2021). Using pooled heteroskedastic ordered probit models to improve small-sample estimates of latent test score distributions. Journal of Educational and Behavioral Statistics, 46(1), 3–33.
Taylor, E. S. (2018). Skills, job tasks, and productivity in teaching: Evidence from a randomized trial of instruction practices. Journal of Labor Economics, 36(3), 711–742.
Taylor, E. (2014). Spending more of the school day in math class: Evidence from a regression discontinuity in middle school. Journal of Public Economics, 117, 162–181.
Umansky, I. M. (2018). According to plan? Examining the intended and unintended treatment effects of EL classification in early elementary and the transition to middle school. Journal of Research on Educational Effectiveness, 11(4), 588–621.
Umansky, I. M. (2016). Leveled and exclusionary tracking: English learners' access to academic content in middle school. American Educational Research Journal, 53(6), 1792–1833.
Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879–912.
Umansky, I. M., Callahan, R. M., & Lee, J. C. (2020). Making the invisible visible: Identifying and interrogating ethnic differences in English learner reclassification. American Journal of Education, 126(3), 335–388.
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Valant, J., & Newark, D. A. (2016). The politics of achievement gaps: US public opinion on race-based and wealth-based differences in test scores. Educational Researcher, 45(6), 331–346.
Valentino, R. A., & Reardon, S. F. (2015). Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency. Educational Evaluation and Policy Analysis, 37(4), 612–637.
Whitney, C. R., & Candelaria, C. A. (2017). The effects of No Child Left Behind on children's socioemotional outcomes. AERA Open, 3(3), 2332858417726324.
Whitney, C. R., & Liu, J. (2017). What we're missing: A descriptive analysis of part-day absenteeism in secondary school. AERA Open, 3(2), 2332858417703660.
York, B. N., Loeb, S., & Doss, C. (2019). One step at a time the effects of an early literacy text-messaging program for parents of preschoolers. Journal of Human Resources, 54(3), 537–566.
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