In a randomized controlled trial of 106 high school students receiving “high dose” academic tutoring and mentoring, SESP associate professor Jonathan Guryan and fellow University of Chicago Urban Education Lab researchers found that the two-pronged -- academic and behavioral -- intervention closed nearly two-thirds of the average gap in math test scores between white and black students.
New research by SESP associate professor Kirabo Jackson shows that increases in K-12 school spending lead to better outcomes for children living in poverty. His exhaustive research investigated four decades’ worth of data on the impact of court-mandated changes in school finance.
The Institute of Education Sciences at the U.S. Department of Education has awarded nearly $5 million to the University of Colorado Boulder, the Center for Education Policy Research at Harvard University and the School of Education and Social Policy at Northwestern University to create a new center that will study how educational leaders — including school district supervisors and principals — use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.
Elizabeth Dyer, a doctoral candidate in the Learning Sciences program at SESP, was awarded a National Academy of Education/Spencer Dissertation Fellowship for the coming academic year. Only 30 fellows were chosen from more than 600 applications from students at about 100 graduate institutions.
“New policies should focus on educating teachers,” stated the headline of an interview with SESP professor Cynthia Coburn in El Mercurio, the primary newspaper of Santiago, Chile. Coburn was in Chile last week to give a public lecture as the Chair of Educational Change at Universidad Diego Portales in Santiago.
Culture shapes U.S. classroom learning in many ways, with the primary but often unnoticed influence being European-American culture, according to professor Douglas Medin. He and his co-researchers shone a light on one example of culture influencing science thinking by comparing children’s stories written by both Native American and non-Native authors.
A blog by Washington Post education reporter states that a new review by SESP associate professor Diane Whitmore Schanzenbach of the major research conducted on class size "makes clear that class size matters, and it matters a lot." Schanzenbach's report was recently published by the National Education Policy Center at the University of Colorado Boulder.