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Reardon,
Sean
Associate Professor of Education, and (by courtesy)Sociology |
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"In the absence of strong transportation and choice or lottery mechanisms to counter residential segregation patterns, an income integration regime is likely to result in many students attending schools relatively near their homes in racially segregated neighborhoods.... [I]ncome and race cannot stand as proxies for one another in school integration policies. Absent some substantial decline in racial residential segregation, race-neutral assignment policies are unlikely to produce significant racial school desegregation." (Reardon, Yun, & Kurlaender, 2006)
My research focuses on the causes and consequences of social and educational inequality. In particular, I study the causes and consequences of residential and school segregation and the sources of racial/ethnic achievement gaps. In addition, I am interested in methods of measurement and causal inference in educational and social science research. |
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* Ed.D. (Educational Administration, Planning, and Social Policy) Harvard Graduate School of Education (1997)
* M.Ed. (Educational Administration, Planning and Social Policy) Harvard Graduate School of Education (1992)
* M.A. (International Peace Studies) University of Notre Dame (1991)
* B.A. (Program of Liberal Studies; Minor in Honors Mathematics) University of Notre Dame (1986) |
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| * The Pennsylvania State University (1999-2004) |
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* Since 2004.
* Associate Professor of Education and (by courtesy) Sociology |
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* Causes, patterns, and consequences of residential and school segregation;
* Race/ethnic and socioeconomic achievement disparities;
* Neighborhood influences of child development. |
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* Statistical Analysis in Education and Research (ED 250A);
* Causal Inferance in Quantitative Education and Social Science Research (ED 257C/SOC 257);
* Workshop in Practical Quantitative Resarch on Educational Policy and Inequality (ED 266X) |
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* Reardon, S.F. & C. Galindo. (in press) "Patterns of Hispanic Students’ Math Skill Proficiency in the Early Elementary Grades." Journal of Latinos and Education.
* Reardon, S.F., and Raudenbush, S.W. (2006). "A partial independence item response model for surveys with filter questions." Sociological Methodology 36: 257-300.
* Reardon, S.F., Yun, J.T, & Kurlaender, M. (2006). "Implications of Income-Based School Assignment Policies for Racial School Segregation." Educational Evaluation and Policy Analysis 28(1): 49-75.
* Reardon, S.F (2005). "Invited Commentary: Examining Patterns of Development in Early Elementary School Using ECLS-K Data." The Education Statistics Quarterly.
* Reardon, S.F. and D. O'Sullivan. (2004) "Measures of spatial segregation" Sociological Methodology 34:121-162.
* Reardon, S.F. and Yun, J. T. (2003) "Integrating nighborhoods, segregating schools: The retreat from school desegregation in the South, 1990-2000." North Carolina Law Review 81/4:1563-1569.
* Reardon, S.F., & Firebaugh, G. (2002) "Measures of multigroup segregation." Sociological Methodology 32:33- 67.
* Reardon, S.F., & Yun, J.T. (2001) "Suburban racial change and suburban school segregation, 1987-1995." Sociology of Education. 74/2:79-101.
* Reardon, S.F., Yun, J.T., & Eitle, T.M. (2000) "The changing structure of school segregation: Measurement and evidence of multi-racial metropolitan school segregation, 1989-1995." Demography, 37/3: 351-364.
* Yun, J .T, & Reardon, S.F. (2005) "Patterns of multiracial private school segregation." In Janelle Scott (Ed.), School Choice and Diversity: what the evidence says. New York: Teachers College Press.
* Reardon, S.F., & Yun, J.T. (2005). "Integrating neighborhoods, segregating schools: The retreat from school desegregation in the South, 1990-2000." In Jack Boger & Gary Orfield (Eds. ), School Resegregation: Must the South Turn Back? Chapel Hill: University of North Carolina Press. |
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| * I am currently beginning a large study of the effects of school and residential segregation on the black-white achievment gap. I am also working on a project to examine the effects of California's high school exit exam (the CAHSEE) on students' high school achievement trajectories and graduation rates. In addition, I have an ongoing project developing methods of measuring and analyzing patterns of residential and educational segregation and inequality. |
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* Phone: (650) 736 8517
* Email: sean.reardon@stanford.edu
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