PRUDENCE CARTER AND SEAN REARDON, sociologists in the Stanford Graduate School of Education (GSE), have been elected to membership in the National Academy of Education (NAEd). They were cited for their outstanding scholarship on the effects of race and class on education and the barriers they impose to social mobility and achieving equity.
The NAEd works to advance education research and to promote its use in developing education policy and practice. The group has produced reports on such pressing national education issues as student achievement assessments and teacher education. In addition, it offers professional development fellowship programs that support the preparation of the next generation of scholars.
Stanford and New York University were the only institutions to have two faculty members among this year’s group of 14 newly elected scholars, according to a recent statement from the academy. Stanford has more NAEd members — 21 of 184 — than any other university.
Carter, professor of education and faculty director of the GSE’s John W. Gardner Center for Youth and Their Communities, examines academic and mobility differences attributable to race, ethnicity, class and gender, and she consults with educators about measures to address disparities. She is the author of the award-winning Keepin’ It Real: School Success Beyond Black and White (Oxford 2005) and more recently Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools (Oxford 2012. She also co-edited and contributed to Closing the Opportunity Gap: What America Must Do to Give All Children an Even Chance (Oxford 2013). Reardon, professor of education and a member of Stanford’s Center for Education Policy Analysis, develops complex data sets so that he can investigate the causes, patterns, trends and consequences of social and educational inequality. In particular, he studies issues of residential and school segregation and of racial, ethnic and socioeconomic disparities in academic achievement and educational success.
One of Reardon’s recent studies showed that the achievement gap between children from high- and low-income families is roughly 30 to 40 percent larger among children born in 2001 than among those born 25 years earlier. It also revealed that the income achievement gap is now nearly twice as large as the black-white achievement gap, while 50 years ago it was the reverse: the black-white gap was one-and-a-half to two times as large as the income gap.