college access

Showing 1 - 9 of 9 results

Ford School junior is named U-M's 30th Truman Scholar

Apr 12, 2023
The lack of stability in housing for Brown and Black communities and barriers to college access for Arabic and Muslim high schoolers have been a focus of Yasmine Elkharssa's studies for several years. Now, as the newest Truman Scholar, the...
State & Hill

Building strength

Jun 10, 2021
With new leading-edge research and faces at the school, the Ford School builds depth in two key policy areas. Energy and the environment Economics, political science, psychology, and community engagement are at the roots of the Ford School’s...

Obama’s college proposal a bid to rev the economy says Wolfers

Jan 10, 2015
“If [Obama] succeeds in persuading more of the next generation to continue beyond high school…there’s a strong chance the rate of economic growth will be bolstered for decades to come,” says Justin Wolfers in his January 9, New York Times Upshot...
EPI Speaker Series

How do schools respond to differences in teacher effectiveness?

Dec 5, 2012, 4:00-5:30 pm EST
Weill Hall
Teachers are the most important in-school contributors to student achievement, but there is widespread concern that the rigidities of the public school system make it unresponsive to teacher quality. In this lecture Dr. Chingos will discuss three studies of how schools respond to differences in teacher effectiveness (as measured by value-added to student achievement), all of which are based on administrative data from the state of Florida. Mathew Chingos, Fellow, Brookings Institution Matthew M.
Ford School
EPI Speaker Series

Income inequality and educational outcomes

Sep 26, 2012, 4:00-5:30 pm EDT
Weill Hall
Sean F. Reardon, Professor of Education, Stanford University Income inequality among the families of school-age children in the US has grown sharply in the last 40 years. In this talk Dr. Reardon will describe his research findings from three studies that examine the relationship of income and income inequality to educational outcomes. The first focuses on trends in the 'income achievement gap' (the test score gap between children from high- and low-income families) over the last 50 years, using data from 13 nationally representative studies conducted between 1959-2009.