Sean Reardon

Sean Reardon
Sean Reardon
Professor of Poverty and Inequality in Education; Senior Fellow, Stanford Institute for Economic Policy Research; and Professor, by Courtesy, of Sociology,
Stanford University

Sean Reardon is the endowed Professor of Poverty and Inequality in Education in the Graduate School of Education and professor (by courtesy) of sociology at Stanford University. He is also a senior fellow with the Stanford Institute for Economic Policy Research (SIEPR). His research focuses on the causes, patterns, trends, and consequences of social and educational inequality; the effects of educational policy on educational and social inequality; and applied statistical methods for educational research. Professor Reardon developed the Stanford Education Data Archive, which uses standardized test scores to measure educational opportunity, average test score performance, academic achievement gaps, and other information for every public school district in the U.S. Reardon is a member of the National Academy of Education and the American Academy of Arts and Sciences. He is also a recipient of the William T. Grant Foundation Scholar Award, the National Academy of Education Postdoctoral Fellowship, and an Andrew Carnegie Fellowship. Reardon received his PhD in education from Harvard University.

updated 2025

Publications by Sean Reardon
Public education in California shows progress, yet challenges remain in providing equal opportunities for all students. Poverty rates persist, and schools are highly segregated by race, ethnicity, family income, and language. While student outcomes…
Findings from School District-University Collaborative Partnerships
Policy changes in California create an opportunity to improve education for 1.4 million English learner students. Research suggests improving classification and alignment between services, systematic data collection and improving opportunities in…
This brief examines the use of student test scores in teacher evaluations in CA. It argues that current evaluation methods are not effective, and that alternative methods of measuring teacher effectiveness, such as peer evaluations and student…