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Issue 1, Volume 1 AUTUMN 2011


-logue The Newsletter of the Department of Education Policy & Social Analysis at Teachers College, Columbia University


Table of Contents

The EPSA Departmental Mission (3)

From the Chair’s Desk (4)

News You can Use (5) Location, Location, Location (8)

Meet the Ph.D.s (7) Got Grants? (9)

Student News (10) Panels & Presentations: Panel Hosted by the Campaign for Educational Equity (13)

Faculty News (11)

Congratulations Are in Order (14)

A Scholar in Residence (15)

Join the EPSA Kickoff (16)

Stay Connected (17) Welcome to first installment of The EPSAlogue, the departmental newsletter of the newly created Department of Education Policy and Social Analysis. Our newsletter’s name ―EPSA-logue‖ stems from a suffix ―logue‖ (origin French and Latin ―logos‖) and denoting discourse, written or spoken, of a specified type (e.g. dialogue, monologue, travelogue). We hope that it will produce numerous conversations and presentations on various topics relating to education policy and social analysis. All are welcome to participate. The EPSAlogue

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Mission Teachers College, already known for shaping data-driven policy choices in education circles, is now poised to become the pre-eminent training ground for future education policy leaders in academe, government, communities, and the non-profit education delivery sector. The mission of The Department of Education Policy and Social Analysis is to engage in cutting edge research and teaching to address critical problems affecting education and contribute to informed analysis and action to promote educational achievement and equity.

EPSA starts out with a broad and inclusive view of the kinds of issues that its faculty and students might consider important to address. Explicitly, we are interested in both formal institutions of schooling and the political, bureaucratic, organizational, economic and social factors that profoundly affect both schools and the broader educational enterprise. We are interested in the role that families, communities, and civil society can play in promoting education outside the school building walls. We have a special interest and capability in addressing issues from pre-K through higher education, in identifying ways in which laws and institutions affect education, and in understanding the growing role of private for-profit and nonprofit organizations in delivering education technologies and services. Students in this department will develop general skills of policy research and analysis, along with general perspectives on policy development and implementation that are widely applicable to other domains of public policy. Social analysis grounded in disciplinary studies in sociology, political science, and economics should inform applied policy studies and vice versa.

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From the Chair’s Desk

Jeffrey R. Henig, Ph.D.

Dear Prospective and Current Students, Alumni, and Friends: If curriculum and classroom teaching are the meat and potatoes of schooling, education policy is the supply line that determines whether the basic ingredients are available, affordable, fresh, and of high quality. The faculty and programs that have come together in TC’s new Department of Education Policy & Social Analysis (EPSA) focus on how governments, markets, and societal conditions shape schooling and the broader enterprise of creating a population that is informed about the challenges and opportunities it confronts, able to critically analyze its needs and interests, and prepared to work together to make a better world. EPSA embraces the value of drawing on several disciplines. It houses separate and venerable programs in Economics and Education, Politics and Education, and Sociology and Education and a notable group of legal scholars. Both scholarly research and policy application, however, often call for communication and collaboration across the disciplines and to prepare students to operate in that environment, the department offers an interdisciplinary program (Leadership, Policy & Politics). The department’s core areas of expertise include early childhood education, charter schools and vouchers, home schooling, K-12 education reform, higher education policy, law and education, and the role of nonschool factors (such as demographic change, public health, and human services) in affecting education achievement and equity. In addition to training students to conduct the highest quality research, we encourage students to study and reflect on the processes by which research becomes linked to policy and practice. Good research informs policy and practice, revealing when professional premises are ill-founded and putting causal inferences to a more rigorous test. Courses, workshops, and research projects housed within the department, and available to students in all of the programs, make translation of research to policy practice an explicit object of study and discussion, with the goal of training scholars, researchers, and policy leaders who can draw the links between theoretical models and important practical considerations that more abstract analyses sometimes miss. The faculty and current students of the EPSA programs are excited about this opportunity and we hope you share that enthusiasm.

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News You CanUse Supporting student research: As part of an ongoing commitment to supporting student research, the EPSA department has committed funds for student travel reimbursement scholarships. EPSA students presenting papers at conferences can apply for reimbursement for up to $400, in either fall or spring.

New courses on the horizon for Spring 2012: EDPA 4199.001, Policymaking for Effective High School to College Transition , Prof. Kevin Dougherty The course will examine policy making efforts by the federal, state, and local governments and nongovernmental organizations to increase college access and the effective preparation of students to meet college requirements. These efforts include policies to increase student financial aid, improve student information, and increase the fit between high school academic preparation and college entry requirements. The course will examine the content of these policy making efforts, their political origins, implementation, and impacts. (3.0 credits, Thursdays, 5:106:50pm) EDPA 4199.002, Topics in Higher Education Law, Prof. Jay Heubert This survey course draws on legal materials, social-science and policy research, case studies, and small-group activities to explore legal and law-related issues that arise in public and private postsecondary institutions in the U.S. The course will explore evolving legal standards in three broad areas: free speech and academic freedom; safety and order; and the role of law in promoting educational equity in higher education. (3.0 credits, Mondays, 5:10-6:50pm) EDPA 4013.001, Ed Policy & the Management of Instruction, Prof. Carolyn Riehl This course explores current ideas about desirable goals for student learning and development in K12 education and will use a backward mapping approach to consider how curriculum and instruction, classroom and school environments, organizational strategies, leadership practices, and local, state, and federal education policies can facilitate progress towards those goals. This course will examine how policy and practice (especially leadership practice) interact to support instructional improvement and student learning.(3.0 credits, Thursdays, 5:10-6:50pm) EDPS 5199, Qualitative Methods of Social Inquiry , Dr. Fanon Howell This course reviews issues and methods of qualitative social research and serves as a workshop for graduate student thesis or proposal research design. It is an introductory level course and as such will emphasize case selection, study design, and fieldwork more than coding, data analysis, and write-up. Students are strongly encouraged to have a qualitative research topic that they wish develop at the start of the semester. (3.0 credits, Wednesdays, 5:10-6:50pm)

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News You CanUse Who are the faculty in the new department? With the consolidation of the new department, there are now 16, full-time faculty members and some with cross-specializations. Prof. Thomas Bailey, Economics & Education Prof. Kevin Dougherty, Education Policy / Higher Ed. / Sociology & Education Prof. Jeffrey Henig, Politics & Education Prof. Jay Heubert, Education Policy / Law Prof. Luis Huerta, Education Policy / Sociology & Education Prof. Lynn Kagan, Early Childhood Education / Education Policy Prof. Henry Levin, Economics & Education Prof. Aaron Pallas, Sociology & Education Prof. Douglas Ready, Education Policy / Sociology & Education Prof. Michael Rebell, Education Policy / Law Prof. Craig Richards, Education Leadership / Education Policy Prof. Carolyn Riehl, Education Policy / Sociology & Education Prof. Francisco Rivera –Batiz, Economics & Education Prof. Judith Scott-Clayton, Economics & Education Prof. Mun Tsang, Economics & Education (On sabbatical, 2011-2012.) Prof. Amy Stuart Wells, Sociology and Education

Who are the administrative staff in the new department? Sherene Alexander, Director of Academic Administration Ivan De Jesus, Program Assistant (Economics & Education) Malgorzata Kolb, Program Manager (Programs in Politics & Education and Leadership, Policy, and Politics) Sarah Roe, Administrative Assistant

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Meet the


Congratulations to the 2010-2011 doctoral graduates of our programs! Name


Dissertation Title

Sung-Woo Cho, Ph.D.

Economics & Education

Essays on Developmental Student Success and Program Impacts in Community Colleges

Radhika Iyengar, Ph.D.

Economics & Education

Social Capital as a Determinant of School Participation in Rural India: A Mixed Methods Study

Stefanie Mischner, Ph.D

Economics & Education

Econometric Models of High School Graduation: Using Test Score Data To Project High School Graduation Rates

Makiko Sirota, Ph.D

Economics & Education

School Attendance and Migrant Remittances in Transition Economies: The Case of Albania and Tajikistan

Jessica Simon, Ph.D.

Economics & Education

A Cost-Effectiveness Analysis of Early Literacy Interventions

Cecilia Speroni, Ph.D.

Economics & Education

Essays on the Economics of High School-to-College Transition Programs and Teacher Effectiveness

Amrit Thapa, Ph.D.

Economics & Education

Does Private School Competition Improve Public School Performance? The Case of Nepal.

Yu Zhang, Ph.D.

Susan Saltrick, Ph.D.

Economics & Education

Education Leadership (with a concentration in Leadership, Policy, and Politics)

The Determinants of National College Entrance Exam Performance in China - With an Analysis of Private Tutoring Making Sense of Accountability: A Qualitative Exploration of How Eight New York City High School Principals Negotiate The Complexity of Today's Accountability Landscape

Zachary Lynn, Ph.D.

Politics & Education

Predicting the Results of School Finance Adequacy Lawsuits

Daekwon Park, Ph.D.

Politics & Education

School Choice Overseas: Are Parents Citizens or Consumers?

Jennifer Stillman, Ph.D.

Politics & Education

Tipping in: School integration in gentrifying neighborhoods

Isabel Martinez

Sociology & Education

Making Transnational Adults From Youth: Mexican Immigrant Youth in Pursuit of the Mexican Dream

Michelle Van Noy

Sociology & Education

Credentials in Context: The Meaning and Use of Associate Degrees in the Employment of IT Technicians

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Location, Location, Location. ―Home is where one starts from‖, T.S. Elliot wrote in Four Quartets, and we, the staff of the EPSA main office, would like you to think of us and the services we offer as your home at TC. We want to help you start...and continue with as few obstacles as possible during your sojourn at Teachers College. We are located on the second floor of the Zankel Building (formerly Main Hall) in room 212, suite B. Our regular office hours are 9 a.m.-5 p.m. The EPSA departmental website address is: The office fax number is 212-678-3589. Staff info: Sherene Alexander, Director of Academic Administration, Sarah Roe, Department Administrative Assistant, Gosia Kolb, Program Manager,

Please get in touch with us for a variety of needs: Contact info for an advisor instructor Office hours information Securing a faculty signature or special permission for a course. TC and departmental forms Reviewing course syllabi and upcoming semester courses We’re here to help you!

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Professor Kevin Dougherty Professor Kevin Dougherty recently received a two and a half year grant from the Lumina Foundation for a study entitled ―Implementation and Impacts of Performance Funding in Three States‖ ( Based at the Community College Research Center, the study examines performance-based funding, part of a growing trend of applying market-like regulatory devices to higher education. Under this system, schools receive funding no longer just on enrollments but also on outcomes such as improved retention and graduation rates. Professor Dougherty and his research team will focus on Florida, Ohio and Tennessee, three states with long-standing performance funding programs. The study will examine the impacts of performance funding on different kinds of colleges and universities – particularly changes in institutional policies and programs and eventual student outcomes – while also keeping an eye on unintended impacts and obstacles to effective performance. Professor Dougherty’s previous research, for which he received a three year Lumina grant, focused on the origins (and sometimes demise) of performance based funding in six states and its absence in another two states where it might have been expected (for more, see Professor Dougherty notes that ―Performance funding is a potentially powerful device to make institutions more effective and efficient,‖ Professor Dougherty reflects, ―but there can be significant tradeoffs.‖ He adds, ―It’s not good or bad—it depends on how it’s done.‖ Performance funding does give evidence of causing institutions to attend more to their student outcomes and to take steps to improve them. At the same time, performance funding can cause significant unintended impacts. Institutions, even community colleges committed to open admissions, may restrict enrollment of less prepared and less advantaged students in order to meet performance goals. Alternately, they may relax standards in order to improve graduation rates. Three EPSA doctoral students are assisting Professor Dougherty with his research: Hana Lahr, Lara Pheatt, and Vikash Reddy. The research will focus on conducting interviews with state and local officials in Florida, Ohio, and Tennessee.

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StudentNews Justin Snider, Ph.D. candidate, Program in Politics and Education, a contributing editor at the Hechinger Report talked to Gwen Ilfill of the PBS NewsHour on August 8th, 2011. They discussed the policy shift in the announcement by the US Education Secretary Arne Duncan, that President Obama would sign an executive order to allow schools who are falling short of No Child Left Behind to circumvent the law. newshour/bb/education/july-dec11/nochildleft_08-08.html

Travis J. Bristol, Ph.D candidate with concentration in Leadership, Policy and Politics, interned with the World Bank during the summer of 2010 in Washington D.C. and Guyana, South America. One of his tasks included developing a curriculum for inservice teachers that would provide them with strategies for engaging males in the classroom. Similar to males across the United States, boys - on average - under-perform in schools, when compared o girls, throughout the Caribbean. After developing the curriculum, the Education For All-Fast Track Initiative (EFA-FTI) in Guyana asked Bristol to deliver the course. In January, he worked with 30 secondary school teachers who taught in and around Georgetown, the capital. In August, Bristol delivered the course to 30 primary school teachers from across the country - many from Amerindian regions. Early next year, he will return to Guyana to continue his work with senior officials within the Ministry of Education and the Cyril Potter College of Education. Others countries in the Caribbean, specifically St. Lucia, have expressed interest in having Bristol work with teachers on developing strategies to reduce male underachievement. Link to the article:,Whats%20New/.

Rachel Rosen, PHD candidate with concentration in Leadership, Policy and Politics, has been awarded one of the fifteen AERA Dissertation Grants for 2010-2011. The program provides funding for education policy- and practice- related research that uses quantitative methods to analyze the large-scale, nationally and internationally representative data sets supported by the National Center for Education Statistics (NCES), National Science Foundation (NSF), and other federal agencies. The topic of Rachel’s dissertation, supervised by Dr. Douglas Ready, is ―Do financial incentives for shortage-field teachers lead to increases in teacher quality and retention?‖ Her study utilizes an instrumental variables approach to examine the questions of whether shortage-area incentives would help increase the quality of teachers. A minority of schools in the U.S. have begun to offer market-based pay incentives to teachers in subjects where there are chronic shortages, such as math, science, special education, and bilingual education as an alternative to paying teachers on a single-salary schedule that provides uniform increases for additional credentials and years of experience to all teachers in a given district. Her data covers 1999-2000, 2003-2004, and 2007-2008 waves of the Schools and Staffing Survey. Congratulations Rachel!

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FacultyNews TCNews (August 16, 2011) reported on a study titled ―Georgia’s Early Learning Standards alignment Study, co-led by Dr. Sharon-Lynn Kagan (EPSA faculty member) and Dr. Catherine Scott-Little of the University of North Carolina at Greensboro. The study has found that Georgia’s early learning standards are well developed and clear, embracing critical elements of early learning. It was commissioned by Bright from the Start and a downloadable copy of the executive summary as well as the full report are available by visiting their site at

The New York Times (August 25, 2011) published an article by Michael Rebell and Jessica Wolff of the Campaign for Educational Equity at TC, in which authors give a grave account on the cuts to public education spending in 23 US states. They write that ―it is disgraceful that essential components of our public education system now depend on the charitable impulses of wealthy citizens,― or on fees that parents are asked to pay for school supplies, textbooks, lab equipment, or extracurricular activities (sports, choir, etc.). The article is a sobering account of how more and more states break constitutionally guaranteed rights of our youngest citizens. Contrary to general opinion, education cutbacks do not only affect the salaries and benefits of teachers. In reality, they affect students themselves. Although both rich and poor are guaranteed by our constitution to receive public financing for public education, it is the poorest students who almost always are affected.

Albany Government Law Review, vol 4, issue 2, pp. 394-426 (http:// presents Dr. Henry Levin’s article ―The Economics of Education.‖ This concise overview of the history of the field of economics of education, focused on the period since the middle of the twentieth century should be an obligatory reading not only for the students taking their first economy & education course but for all policy students. Professor Levin discusses the origins of the field; looks at how much should society invest in education, how to improve the quality of education, and how to finance it. He concludes with a summary of the resources for any student looking for the information about the field of economics of education today. Keynote Speaker, ―Economics of Education Conference,‖ University of Extramadura, Spain, June 3, 2011. Honorary Doctorate, January 2011, Maastricht University, Netherlands.

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FacultyNews Other recent publications, conference presentations, awards by Dr. Henry Levin: ―School Choice and Competition in the New York City Schools‖, written with Sean Corcoran and published in Jennifer A. O’Day, Catherine S. Bitter, & Louis M. Gomez, Education Reform in New York City (Cambridge, MA: Harvard Education Press, 2011), pp 199-224. ―The Consideration of Costs in Improving Literacy,‖ in Handbook of Research on Teaching the English Language Arts, Diane Lapp and Douglas Fisher, eds. (New York: Routledge, 2011), pp. 120-124. Keynote Speaker, ―Economics of Education Conference,‖ University of Extramadura, Spain, June 3, 2011. Honorary Doctorate, January 2011, Maastricht University, Netherlands. Dr. Judith Scott-Clayton has contributed to the Economix blog entries for the New York Times. Check the link and her most recent comments from September 9, ―A Jobs Program in Need of Reform.‖ Other recent publications by Dr. Scott-Clayton include: ―On Money and Motivation: A Quasi-Experimental Analysis of Financial Incentives for College Achievement,‖ published in The Journal of Human Resources, Summer 2011, vol. 46, no. 3, pp 614-646. Link: ―What Explains Rising Labor Supply Among U.S. Undergraduate since 1970?‖ (forthcoming, National Tax Journal, Winter 2011) Dr. Amy Stuart-Wells’ blog, titled ―The Admissions Game: Remembering to Inhale‖, appeared in The New York Times Schoolbook on September 14. Link: http:// Professor Douglas Ready and David Wright, Ph.D. Politics & Education candidate, coauthored an article for The American Educational Research Journal, vol 48, no.2, April 2011, pp 335-360, titled ―Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities. The Role of Child Background and Classroom Context.‖ Link:

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Panels & Presentations October 2011 Campaign for Educational Equity “Achievable and Affordable: Providing Comprehensive Educational Opportunity to Low-Income Students.”

On Tuesday, October 11, 2011 Professor Michael Rebell, a professor in the EPSA Department and head of the Campaign for Educational Equity at Teachers College, led a panel in the TC Milbank Chapel of distinguished education leaders discussing the topic ―Achievable and Affordable: Providing Comprehensive Educational Opportunity to Low-Income Students.‖

Moderated by TC President, Susan Fuhrman, the panel included Dr. John B. King, Jr, NYS Commissioner of Education and President of SUNY, Michael Rebell, Executive Director of the Campaign for Educational Equity, Mary Ann Schmitt-Carey, President of Say Yes to Education, David Wakelyn, Deputy Secretary for Education to Governor Andrew Cuomo, and Randi Weingarten, President of the American Federation of Teachers. A reception preceding the presentations was held in the Everett Lounge. The panel discussed five white papers that detailed the Campaign’s ambitious plans to ensure comprehensive educational services (early education, expanded learning time, health services, and family support) for all students from poverty backgrounds. The papers explain how comprehensive educational opportunity is affordable and achievable. The legal, financial, and social policy ramifications of this plan were presented and debated.

For more information about the Campaign, please go to the website, The EPSAlogue

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are in order... Professor Aaron Pallas, a 2011 recipient of the TC Elaine Brantley Memorial Award

Professor Aaron Pallas with TC President Susan Fuhrman

It is always a pleasure to note the achievements and professional recognition of members of the EPSA community. Recently, however, we were happy to have the opportunity to recognize a kind of contribution that often goes unnoticed. Professor Aaron Pallas was selected as a recipient of the 2011 Elaine Brantley Memorial Award, granted to TC employees who ―by virtue of their daily efforts, go beyond the expectations of their position, promote a sense of community, and a culture of civility.‖ Nominations for the award are submitted by members of the TC community, who must describe the ways in which the nominee demonstrates kindness and character in everyday interactions. Janice Robinson, VP for Diversity and Community Affairs, drew from these descriptions as she introduced Professor Pallas at the awards ceremony. ―Aaron is known for fostering collegiality in ways that range from simply learning all his students’ names to guiding classroom discussion with the same sensitivity and intelligence he brings to his widely-read commentary on the most difficult educational issues the day. He breaks down barriers so that students are not intimidated by graduate school and is also known for making them feel supported, both in and out of the classroom. In all his interactions with students and colleagues, he encourages diversity of perspectives, insists on respect for individual differences, and models qualities of humility, candor, and decency.” The Elaine Brantley Memorial Award was established at TC in memory of Elaine Brantley, a cashier in TC cafeteria, who died in 2003. Those who knew Elaine remember her kindness, generosity, and her sincere interest in other members of the TC community. She greeted everyone she met with a smile, asked about their lives and families, and lifted spirits with her cheerful presence. After Elaine’s unexpected death, the college established an award to honor other TC employees who continue her legacy of warmth, kinship, and collaboration. We are very proud to have the winner of this year’s award within the EPSA community. Congratulations, Aaron! The EPSAlogue

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A Scholar

in Residence


Fanon J. Howell, Ph.D

Fanon J. Howell, Ph.D. The Minority Postdoctoral Fellowship Program seeks to promote the recruitment and retention of a diverse faculty at Teachers College. The program does this by advancing the careers of individuals from groups in U.S. society that have been historically underrepresented in the academic profession. It provides recent doctorate recipients the opportunity to develop a program of research and participate as an active community member in the life of a graduate research university.

· Dr. Fanon J. Howell earned his doctorate in Sociology from The New School for Social Research, a masters in Humanities and Social Thought from New York University, and holds a bachelors degree in History and Philosophy from Morehouse College. · While at The New School, Fanon was a NSSR Diamond Fellow, and the recipient of the University Teaching Fellowship, the University Scholars Award, and the Graduate Faculty Tuition Scholarship. His dissertation, ―Accountable Choice: Governance, Evaluation, and Culture in the New York City Department of Education‖, examines assessment measures, market mechanisms, and managerial culture of this institution via interviews with executive employees and analysis of institutional documents. · Dr. Howell has taught courses at Eugene Lang College The New School for Liberal Arts, Pratt Institute, and Hostos Community College of the City University Of New York. His professional experience in the civic and non-profit sectors of New York City include management positions with The Carmel Hill Fund Education Program, the New York City Department of Education, The Center for Alternative Sentencing and Employment Services, and the YMCA of Greater New York. · As a Minority Postdoctoral Fellow in the EPSA Department, Fanon will be 1) investigating the coupling of the United States Department of Education, the New York State Education Department, and the New York City Department of Education through legislation; 2) examining national and New York State and City processes of privatization in education; and 3) exploring how demographic, spatial, and labor market dynamics of New York City steer education policy at the local and state levels. In Spring 2012, he will offer a new course, EDPS 5199.001, Qualitative Methods of Social Inquiry. The EPSAlogue

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the EPSA Join


President Susan Fuhrman invites you to attend the Inaugural Celebration of

the Department of Education Policy and Social Analysis

The Future of Education Policy: The 2012 Election and Beyond featuring

Christopher T. Cross, Chairman, Cross & Joftus, LLC Jack Jennings, President and CEO, Center on Education Policy Wendy D. Puriefoy, President, Public Education Network Jeffrey R. Henig, Chair, Dept. of Education Policy and Social Analysis

Wednesday, February 8, 2012 5:00 p.m. Reception 6:00 p.m. Panel Discussion Teachers College, Columbia University, 525 West 120th Street, Milbank Chapel (Rm 125 ZB) [Between Broadway and Amsterdam Avenue]

To register please click on the link below, or email

Panel Discussion The past ten years have seen remarkable ferment in the area of educational reform, with repercussions for states, local public school districts, and private schools. But where are we heading next? On the one hand, things currently seem to be in a holding pattern, with Congress unable to see its way through to the reauthorization of the No Child Left Behind Act or uncertainties surrounding the next presidential election. At the same time, this holding pattern coexists with a sense of volatility. The loose bipartisan coalition that has steered national education policy along a fairly steady course through Republican and Democratic administrations alike may be unraveling. Our panelists will look beyond the 2012 election and explore the prospects of national education reform under various scenarios. Please RSVP for this Event The EPSAlogue

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Stay Connected All current students, alumni, faculty, and staff of EPSA are invited to submit essays, book reviews, professional updates, special events, and information of interest for possible inclusion in

The EPSAlogue is published once per semester, Autumn, Spring, and Summer. The deadlines for submission to The EPSAlogue are as follows: October 15th for the Autumn publication March 15th for the Spring publication July 15th for the Summer publication

To submit, please e-mail: and include EPSAlogue in the subject line. Are you interested in supporting the new department? There are a number of ways to stay involved and provide support.

Please keep us in mind if you’d like to promote/advertise jobs, internships, and research opportunities for current students and graduates. We have also established the EPSA General Gift Fund to support EPSA educational and research activities. If you’d like to make a donation, please make a check payable to Teachers College and write EPSA General Gift fund in the memo section and your accompanying note. Contact us for more information. E-mail: or phone: (212) 678-3165 The EPSAlogue

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What’s Next? Upcoming Lectures, Special Events, and More... January

1/17, New Student Orientation and student advisement 1/18, First day of classes for the Spring 2012 semester February

2/8, EPSA Inaugural Kickoff , The Future of Education Policy: The 2012 Election and Beyond March

Check the website for this month’s events: April

Check the website for this month’s events: Newsletter Editorial Staff Editorial Team Sherene Alexander Molly Austin Jeffrey Henig Gosia Kolb Sarah Roe


1 0 0 2 7- 6 6 9 6

PHONE (212) 678-3165 ● F AX (212)678-3589 ● E-MAIL: EPSA@ TC .COLUMBIA.ED U HTTP ://WWW.TC.COLUMBIA.ED U/EPSA

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The EPSAlogue, Issue 1, Volume 1  

The Newsletter of the Department of Education Policy & Social Analysis at Teachers College, Columbia University

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