Demetra Kalogrides

DKalogrides
Demetra Kalogrides
Research Associate, National Student Support Accelerator and the Educational Opportunity Project, Graduate School of Education,
Stanford University

Demetra Kalogrides is a research associate at the National Student Support Accelerator and the Educational Opportunity Project in the Graduate School of Education at Stanford University. Her research focuses on teachers, school leadership, achievement gaps, and school segregation. She previously served as a research associate at the Annenberg Institute at Brown University, where she studied teacher effectiveness and directed data management for research-practice partnerships. Kalogrides earned a BA in sociology from Santa Clara University and an MA and PhD in sociology from the University of California, Davis.

updated 2025

Contributing topics
College access & postsecondary success
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
Getting Down To Facts II
Demetra Kalogrides in the Media
: School Poverty—Not Racial Composition—Limits Educational Opportunity, According to New Research at Stanford
: Question Format May Impact How Boys and Girls Score on Standardized Tests, Stanford Study Finds
: AERA: Early Results in California’s CORE Districts Give Lessons for ESSA
: Stanford Researchers Identify Troubling Patterns of Teacher Assignments within Schools
Publications by Demetra Kalogrides
GDTFII Brief Outcomes and Demographics
Outcomes and Demographics of California’s Schools
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…
SEL CC Report
Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement
The use of social-emotional learning (SEL) and school culture/climate (CC) measures is a promising way to understand school performance. SEL and CC measures are reliable, distinguish between schools, and relate to academic and non-academic measures…
Using Student Test Scores to Measure Principal Performance
Using Student Test Scores to Measure Principal Performance
This article examines the use of student test score data to measure the effects of school principals on student achievement. Multiple models are developed and compared using data from a large urban school district, with results showing the…
Different Teachers, Different Peers: The Magnitude of Student Sorting Within Schools
Different Teachers, Different Peers
The Magnitude of Student Sorting Within Schools
This study examines patterns of sorting across classrooms within schools in three large urban school districts. Students are sorted across classrooms by race, poverty status, and prior achievement. Sorting is smaller within schools than across…