Departments and Research Centers

Education Policy Initiative

The Education Policy Initiative (EPI) is a program within the Ford School that brings together nationally-recognized education policy scholars focused on the generation and dissemination of policy-relevant education research.

Showing 511 - 540 of 651 results
Causal Inference in Education Research Seminar (CIERS)

CIERS: Dan Goldhaber, Center for Education and Data Research, University of Washington Bothell

Nov 6, 2013, 8:30-10:00 am EST
Weill Hall
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.
Ford School
Causal Inference in Education Research Seminar (CIERS)

CIERS: Rachel Rosen, Postdoctoral Fellow, Ford School of Public Policy

Oct 30, 2013, 8:30-10:00 am EDT
Weill Hall
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.
Ford School

Conference on Student Loans

Oct 26, 2013, 8:00 am-3:00 pm EDT
Michigan Union, Anderson Room
Program for second day of the conference jointly sponsored by the W.E. Upjohn Institute for Employment Research, the Education Policy Initiative of the Gerald R. Ford School of Public Policy, and the Spencer Foundation.
Ford School

Conference on Student Loans

Oct 25, 2013, 9:00 am-5:15 pm EDT
Michigan Union, Anderson Room
The opening plenary session will take place on Thursday, October 24 and feature a Policy Talks @ the Ford School lecture with Roberto Rodríguez, special assistant to the president for education policy. Click here to read more about the plenary session with Roberto Rodríguez. About the conference: This topic has received extensive popular media coverage, but there has been a paucity of rigorous research, and what little there is has been isolated. The goal of the conference is twofold.
Ford School
Policy Talks @ the Ford School

Conference on student loans: Opening plenary session

Oct 24, 2013, 4:30-5:30 pm EDT
Weill Hall
Free and open to the public Reception to follow Join the conversation on Twitter: #policytalks About the speaker: Roberto J. Rodríguez serves in the White House Domestic Policy Council as Special Assistant to the President for Education. Previously, Rodríguez was Chief Education Counsel to United States Senator Edward M. Kennedy (D-MA), Chairman of the Health, Education, Labor and Pensions (HELP) Committee.
Causal Inference in Education Research Seminar (CIERS)

CIERS: Daniel Kreisman, Postdoctoral Fellow, Ford School of Public Policy

Oct 23, 2013, 8:30-10:00 am EDT
Weill Hall
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.
Ford School
Causal Inference in Education Research Seminar (CIERS)

CIERS: Jonathan Hershaff, PhD candidate in Economics

Oct 16, 2013, 8:30-10:00 am EDT
Sofia Carlsson
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.
Ford School
Causal Inference in Education Research Seminar (CIERS)

CIERS: Douglas Harris, Department of Economics, Tulane University

Oct 9, 2013, 8:30-10:00 am EDT
Weill Hall
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.
Ford School
EPI Speaker Series

The post-Katrina New Orleans school reforms: Implications for national school reform & the role of government

Oct 9, 2013, 4:00-5:30 pm EDT
Weill Hall
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.
Ford School
Causal Inference in Education Research Seminar (CIERS)

CIERS: Thomas Geraghty, CNA Education

Oct 2, 2013, 8:30-10:00 am EDT
Weill Hall
From the speaker's bio: Thomas Geraghty is a Professor of Law, the Associate Dean for Clinical Legal Education and Director of the Bluhm Legal Clinic at the Northwestern University School of Law. The Bluhm Legal Clinic houses 35 clinical faculty members and enrolls 170 students each year in its various programs.
Ford School
Causal Inference in Education Research Seminar (CIERS)

CIERS: Rachel Rosen and Brian Jacob, Ford School of Public Policy

Sep 18, 2013, 8:30-10:00 am EDT
Weill Hall
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.
Ford School
EPI Speaker Series

Information and college attendance: Evidence from a randomized trial

Apr 17, 2013, 4:00-5:30 pm EDT
Weill Hall
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.
EPI Speaker Series

Federal student aid and college pricing: Do Pell Grants supplement or supplant institutional grant aid?

Apr 3, 2013, 4:00-5:30 pm EDT
Weill Hall
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.
EPI Speaker Series

Using evidence to guide education policy and practice

Mar 25, 2013, 4:00-5:30 pm EDT
Weill Hall
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
Ford School
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

College going in Michigan: A first Look at impacts of the Michigan Merit Curriculum

Oct 22, 2012, 8:00 am-4:30 pm EDT
Weill Hall
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.
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.
CLOSUP Lecture Series, Policy Talks @ the Ford School

Kids v. Adults: How Politics and Policy Conspire to Leave Children Behind

Mar 26, 2012, 4:00-5:30 pm EDT
Weill Hall
Free and open to the public. Join the conversation: #fordschoolspellings Lecture by the Honorable Margaret Spellings, Former U.S. Secretary of Education (2005-2009) Abstract: The seminal education law known as No Child Left Behind put critical pressure on our schools to dramatically improve education in America. Through accountability, testing, and consequences for failure, a more targeted focus on our neediest students has translated into measurable success for them.
Ford School
CLOSUP Lecture Series

Teachers vs the Public? Mapping the Fault Lines in the Politics of American Education

Mar 21, 2012, 4:00-5:30 pm EDT
Gerald R. Ford School of Public Policy Paul and Nancy O'Neill Classroom
Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H.
Ford School
CLOSUP Lecture Series

Value-Added with Multidimensional Teacher Ability

Mar 7, 2012, 4:00-5:30 pm EST
Gerald R. Ford School of Public Policy Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
Ford School
CLOSUP Lecture Series

The Connection Between Policy and Practice, Lessons Learned by an Urban Superintendent on the Road to the Broad Prize for Urban Education

Jan 17, 2012, 4:00-5:30 pm EST
School of Education, Schorling Auditorium
Free and open to the public. Abstract In 2006, with the goal of increasing student achievement, the Charlotte Mecklenburg Schools (CMS) Board of Education passed policies related to effective teachers and school administrators. The leadership of the District put the Board's work in action and made increasing staff effectiveness the focus of their work.
Ford School
CLOSUP Lecture Series

From Developmental to Prevention Science: Integrating Social-Emotional and Academic Learning to Reduce Educational Inequality

Dec 6, 2011, 11:45 am-1:00 pm EST
Gerald R. Ford School of Public Policy Paul and Nancy O'Neill Classroom
Free and open to the public. Sandwiches and soda provided. Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H. and Susan Gessner. About the speaker Stephanie Jones is an assistant professor of education at the Harvard Graduate School of Education.
Ford School
CLOSUP Lecture Series

Lecture by David Figlio: Intended and Unintended Consequences of School Accountability

Nov 15, 2011, 4:00-5:30 pm EST
Gerald R. Ford School of Public Policy Betty Ford Classroom
Free and open to the public. Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H. and Susan Gessner. Abstract School accountability systems are intended to lead schools to educate children more efficiently and raise student performance.
CLOSUP Lecture Series

Reflections on the 'Undermatch' Phenomenon in College Choice: Implications for Students, Schools, and Public Policy

Nov 9, 2011, 4:00-5:30 pm EST
Gerald R. Ford School of Public Policy Betty Ford Classroom
Free and open to the public. Abstract: The term 'undermatch' describes the problem of students failing to apply to the most selective colleges they qualify for. There is evidence that students who undermatch significantly reduce their chances of graduating. Because undermatching is substantially more prevalent among lower-income, minority, and first generation students, it raises immediate questions of fairness as well of resource waste.
Ford School
CLOSUP Lecture Series

U.S. High School Graduation Rates: Patterns and Explanations

Sep 14, 2011, 4:00-5:30 pm EDT
Gerald R. Ford School of Public Policy Betty Ford Classroom
Free and open to the public. Abstract: The U.S. high school graduation rate rose markedly during the first 70 years of the 20th century. This contributed to the human capital development that fueled economic growth and increases in standards of living. Since 1970, the U.S. high school graduation rate has stagnated, while those of other industrialized nations have risen. Do the patterns differ by gender, race, or ethnicity? Why should we care about these trends and patterns? Why did they occur?
Ford School
CLOSUP Lecture Series

Does Size Matter? The Role of Small High Schools in Reforming Public Education

Jan 31, 2011, 4:00-5:30 pm EST
Gerald R. Ford School of Public Policy Betty Ford Classroom
Abstract Over the past two decades, many urban school districts have restructured large, traditional high schools into smaller learning communities. The idea behind this movement is that small schools provide a more personalized learning environment that allows teachers to more effectively address the multi-faceted needs of disadvantaged students. Despite mixed evidence on the efficacy of such reforms in practice, Detroit and other high-poverty districts have pressed forward with the creation of smaller high schools.
Ford School
CLOSUP Lecture Series

For-Profit Colleges: Education or Exploitation?

Nov 18, 2010, 4:30-6:00 pm EST
Gerald R. Ford School of Public Policy
For-profit colleges are under fire. Critics point to students' low earnings and high debt loads as evidence that these schools do not provide a quality education. Defenders of the sector note that the schools serve a population of low-skilled, low-income students that traditional colleges ignore. Congress is now considering legislation that would bar from the federal aid programs any schools whose graduates' earnings fall below a minimum threshold.
Ford School
CLOSUP Lecture Series

Waiting for Superman – A special community screening followed by a panel discussion

Nov 3, 2010, 7:00-9:30 pm EDT
Michigan Theater
PANELISTS: Susan Dynarski Associate Professor of Education, School of Education; Associate Professor of Public Policy, Gerald R. Ford School of Public Policy | Michael Flanagan Superintendent of Public Instruction, Michigan Department of Education | Brian Rowan Burke A. Hinsdale Collegiate Professor, School of Education; Research Professor, Institute for Social Research | Tyrone Winfrey Director, U-M Office of Undergraduate Admissions - Detroit Admissions Office and Vice-President, Detroit Board of Education | Deborah Loewenberg Ball Dean of the School of Education, will be moderating the panel discussion
Ford School
CLOSUP Lecture Series

Teacher Pay for Performance: Experimental Evidence from Nashville's Project on Incentives in Teaching

Sep 22, 2010, 4:00-5:30 pm EDT
Gerald R. Ford School of Public Policy Annenberg Auditorium
Matthew Springer, Assistant Professor of Public Policy and Education, Director of the National Center on Performance Incentives Vanderbilt University. The Project on Incentives in Teaching (POINT) experiment was a three-year experimental study of middle school math teachers and their students and schools. The signature activity of the POINT experiment was the study of the effects on student outcomes of paying teachers bonuses of up to $15,000 per year on the basis of student test-score gains.
Ford School