As a part of the Education Policy Speaker Series, Rodriguez, Davis, and Deane will discuss racialized policymaking that pushes back on the race-neutral framings of prevailing policy-making theories...
Join our talk with Chris Weiland and Tim Burgess, co-authors of a recent policy report addressing the failure to provide high-quality universal preschool for all three- and four-year-old children in Washington.
Tompkins-Stange will discuss a proposal that nurtures increased collaboration between one Detroit neighborhood and philanthropy to improve the quality of early childhood education programs.
Policy Talks @ the Ford School,
EPI Speaker Series
Join us for a conversation on modern discourse with Dr. Tressie McMillan Cottom, moderated by Dr. Celeste Watkins-Hayes, as they discuss the topics in her new book, Thick, including race, gender, inequality, higher education access, technology, culture, and more.
Join EPI's scholars at 27 roundtables, panels and poster sessions, and help us to celebrate Susan Dynarski's selection as the recipient of APPAM's Spencer Award for transformative work in education policy research.
Free and open to the public.Pizza lunch provided at 11:25am to the first 100 guests.Sponsored by: The Center for Local, State, and Urban Policy (CLOSUP)Co-sponsored by: The Education Policy Initiative (EPI) and the University of Michigan School of EducationFor more information visit www.closup.umich.edu or call 734-647-4091. Follow on Twitter @closup
Education Policy Initiative is pleased to host a free and public conference in Washington, DC on student debt policies with international and US-based student loan experts.
The Education Policy Initiative and School of Education welcomes four key scholars to discuss what works - and doesn’t - in early childhood education. Panelists include Daphna Bassok, education policy professor at the University of Virginia; Howard Bloom, chief social scientist at MDRC; Christina Weiland, assistant professor of education at the University of Michigan; and Hirokazu Yoshikawa, professor of globalization and education at New York University.
The Education Policy Initiative and the School of Education welcome Rohit Chopra, senior fellow at the Center for American Progress, and Susan Dynarski, professor of education, public policy, and economics at the University of Michigan, to discuss the repercussions of the $1.3 trillion dollar student loan deficit on higher education and economic inequality.
An Education Policy Initiative and School of Education
Speaker Series with panelists Chastity Pratt Dawsey, reporter for Bridge Magazine, Diana Preciado, instructional specialist at Detroit Public Schools, Lamont D. Satchel, Chief Innovation Officer at Detroit Public Schools, and Tawana Petty aka Honeycomb, Detroit mother/organizer/author/poet.
Key education leaders will offer their perspective and analysis on the evolving education landscape in Detroit, including the establishment of the Education Achievement Authority in 2012, the surge of charter school enrollment, and the influence of nonprofits in the education sector. Panelists include Daniel Varner, Chief Executive Officer of Excellent Schools Detroit and a member of Michigan's State Board of Education, Tom Willis, Chief Executive Officer of Cornerstone Charter Schools in Detroit, and Veronica Conforme, Interim Chancellor of the Education Achievement Authority. Brian Jacob, co-director of the Education Policy Initiative, will moderate.
About CIERS The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies. This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.
Free and open to the public Teach For America (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student math achievement by 0.07 standard deviations over one school year.
Scott Carrell, Associate Professor of Economics at UCDavis Social interest in problems such as domestic violence is typically motivated by concerns regarding equity, rather than efficiency. However, we document that taking steps to reduce domestic violence by reporting it yields substantial benefits to external parties. Specifically, we find that while children exposed to as-yet-unreported domestic violence reduce the achievement of their classroom peers, these costs disappear completely once the parent reports the violence to the court.
About the speaker: Dr. Dan Goldhaber is the Director of the Center for Education Data & Research and a Professor in Interdisciplinary Arts and Sciences at the University of Washington Bothell.
About the speaker Douglas N. Harris is an Associate Professor of Economics and University Endowed Chair in Public Education at Tulane University in New Orleans. About the topic: One of the worst natural disasters in the nation's history, Hurricane Katrina spawned a flurry of public policy reforms. The public school system, in particular, became one of the most radical experiments in more than a century.
Free and open to the public. About the Presentation: Improving students' access to information about college attendance and affordability is a simple, inexpensive intervention which has received much attention in policy circles. The hope is that providing accurate information to potential college students may dramatically improve their ability to calibrate the costs and benefits of college. Many have argued that providing information early in their high school years might build more expectations about college attendance.
Free and open to the public. From the speaker's abstract: The federal Pell Grant Program provides billions of dollars in subsidies to low-income college students to increase affordability and access to higher education. In her recent research, Lesley Turner tests whether colleges respond to the Pell Grant program by altering institutional aid provided to Pell Grant recipients. Turner's findings show that, overall, 16 percent of all Pell Grant aid is passed-through to schools in the form of higher effective prices.
Free and open to the public. About the lecture: The presentation will address four topics: (1) why it is important to step up our use of evidence if we are to improve education outcomes; (2) strategies for engaging stakeholders in using and generating credible evidence; (3) the importance of adopting common standards for design and evidence standards; and (4) a proposal for a common evidence platform. About the speaker: Rebecca Maynard is a leading expert in program evaluation, including the design and conduct
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.
The Michigan Consortium for Educational Research (MCER) will present early impact analyses for the first graduating cohort to experience the Michigan Merit Curriculum (MMC). This first-look at results will address what has happened to student achievement, graduation and dropout rates, and college enrollment and persistence as a result of MMC implementation. In addition, representatives from the Michigan Department of Education (MDE) and the Center for Educational Performance and Information (CEPI) will discuss Michigan's efforts to adopt new College and Career Ready standards.
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.
ABSTRACT: Politicians tend to underestimate and to undervalue societal benefits that come far in the future, and this is particularly problematic with schools. Even though the economic benefits of improving growth through better schools far exceed the benefits from short run macro policies, the latter receives much more attention. In this talk, the returns to improved schools are described, and these returns are related to a variety of possible school reform policies. Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.
