Educational Equity

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The question of educational equity involves the gap in achievement between minority and nonminority students. RAND has conducted research into the effects of grouping students by ability, preschool participation, charter programs, and school funding on schools' abilities to provide equal education to students of varying socioeconomic, racial, and ethnic backgrounds.

  • Girls looking at a plant jar in a garden

    Report

    How to Establish and Sustain Effective Summer Learning Programs

    Dec 4, 2018

    High-quality summer learning programs improve the academic, social, and emotional outcomes of low-income students, but several components are needed to make a program successful. New guidance on best practices can help districts and their community partners implement and operate effective summer programs.

  • A happy teacher calls on a student in her elementary school classroom, photo by skynesher/Getty Images

    Report

    Measuring School and Classroom Climate

    Dec 11, 2019

    Features of a learning environment, also called school and classroom climate, are associated with higher student achievement. What do educators need to assess these features—and to help create positive, safe, and inclusive environments for students?

Explore Educational Equity

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    Melissa Diliberti

    Assistant Policy Researcher, RAND; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.P.P., The George Washington University; B.A. in political science and international studies, University of Michigan

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    Alice Huguet

    Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; M.A. in elementary education, Loyola Marymount University; B.S. in political science, University of Oregon

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    Sonia Ilie

    Research Leader
    Education Ph.D. in education, University of Cambridge; M.Phil. in educational leadership and school improvement, University of Cambridge; B.A. in integrated social sciences, Jacobs University Bremen

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    Julia H. Kaufman

    Senior Policy Researcher
    Education B.A. in English literature, University of Pittsburgh; M.A. in teaching, University of Pittsburgh; Ph.D. in international education, New York University

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    Jennifer Sloan McCombs

    Director, Behavioral and Policy Sciences Department; Senior Policy Researcher
    Education Ph.D. in public policy, The George Washington University; B.A. in East Asian studies, College of William and Mary

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    Alexandra Mendoza-Graf

    Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.P.P. in public policy, University of California, Los Angeles; B.A. in political science, University of California, Berkeley

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    Kelsey O'Hollaren

    Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
    Education B.A. in economics, Seattle University

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    V. Darleen Opfer

    Vice President and Director, RAND Education and Labor; Distinguished Chair in Education Policy
    Education Ph.D. in education policy studies, University of Virginia; M.Ed. in behavior disorders, University of Virginia; B.A. in education, Stetson University

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    Rachel Perera

    Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.P.A. in policy analysis, Robert F. Wagner School of Public Service at New York University; B.A. in political science and history, Hofstra University

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    Claudia Rodriguez

    Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.S. in applied mathematics for the life and social sciences, Arizona State University; B.S. in mathematics, Arizona State University

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    Ashley Woo

    Assistant Policy Researcher, RAND; Ph.D. Candidate, Pardee RAND Graduate School
    Education B.A. in political economy, University of California, Berkeley

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    Stephani L. Wrabel

    Associate Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
    Education Ph.D. in urban education policy, University of Southern California; M.Ed. in student personnel in higher education, University of Florida; B.A. in psychology, Boston University

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    Paul Youngmin Yoo

    Adjunct Policy Analyst
    Education Ed.M in human development and psychology, Harvard Graduate School of Education; B.S in human biology, University of California San Diego

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