Kevin J. Dougherty
- B.A., Washington University, Political Science.
- M.A., Ph.D. Harvard University, Sociology.
Higher education policy and reform. K-12 educational policy and reform. The community college. College students. Sociology of education.
Prof. Dougherty's current research is focused on the origins and consequences of state accountability systems for higher education (particularly performance funding). In the past, Professor Dougherty has done extensive research and writing on state policies affecting access to, and success in, community colleges by minority and low-income students; policies affecting immigrant student access to higher education; the historical origins and impact on students of community colleges; the role of higher education in economic and workforce development; and reform movements in elementary and secondary education (especially school choice, charter schools, and school standards).
- Performance funding for higher education: What are the mechanisms? What are the impacts? (with Vikash Reddy). San Francisco: Jossey-Bass, 2013. http://ccrc.tc.columbia.edu/publications/performance-funding-mechanisms-impacts.html
- “Accounting for higher education accountability: Political origins of state performance funding for higher education” (with Rebecca S. Natow, Rachel Hare Bork, Sosanya M. Jones, and Blanca E. Vega). Teachers College Record 115 (1) (January 2013)
- “Popular but unstable: Explaining why state performance funding systems in the United States often do not persist” (with Rebecca S. Natow and Blanca E. Vega). Teachers College Record 114 (3) (March 2012).
- “The Community College: The Origins, Impacts, and Futures of a Contradictory Institution.” In Jeanne Ballantine and Joan Spade (eds.), Sociology of Education. 4th ed. Saddle River, NJ: Prentice-Hall, 2011.
- “Undocumented Immigrants and State Higher Education Policy: The Contrasting Politics of In-State Tuition Eligibility in Texas and Arizona” (with H. Kenny Nienhusser and Blanca E. Vega). Review of Higher Education 34 (1) (Fall 2010).
- “It’s Not Enough to Get Through the Open Door: Inequalities by Social Background in Transfer from Community Colleges to Four-Year Colleges” (with Greg Kienzl). Teachers College Record 108 (March 2006).
- “Necessary but not Sufficient: Higher Education Reform as a Strategy of Social Mobility” (with David Karen). In Gary Orfield, Patricia Marin, and Catherine Horn (eds.), Higher Education and the Color Line. Cambridge, MA: Harvard Educational Publishing Group, 2005.
- "Opportunity to Learn Standards: A Sociological Critique." Sociology of Education 68 (May 1996).
- The Contradictory College: The Conflicting Origins, Impacts, and Futures of the Community College. Albany, NY: State University of New York Press, 1994.
EDPA 4025: Higher education policy
This course is provides an introduction to major policy enactments in higher education both in the United States and abroad. The policies reviewed include provision of different types of colleges, private higher education, tuition and student financial aid, affirmative action, quality assurance and performance accountability, and curricular and degree standardization (Bologna process). The course examines the forms, political origins, implementation, and impacts of these policies. The aim is to help students develop a broad and deep understanding of the main directions of - but also limitations to - higher educational policymaking in the United States and abroad.
ORLH 4040: The American college student
Reviews the demographic data about student access to college, the determinants of social class, race and gender differences in college access and choice, and the influence of colleges upon students.
EDPA 4047: Politics and Public Policy
What are the relative roles of research and politics in determining public policy? One tradition considers public policy from the perspective of rational decision-making and considers research to be a source of objective enlightenment. A second tradition considers public policy as the outcome of battles among organized interests and portrays research as a weapon exploited by the powerful to further their own ends. This course addresses these and other issues as they relate to each of the stages in the policy process and as manifested in contemporary education policy debates such as that around school choice.
EDPA 5023: Policymaking for effective high school to college transition
The course examines policymaking efforts by the federal and state governments to facilitate the movement of students from high school to college and their effective preparation to meet college requirements. The policies reviewed include student financial aid, the TRIO and GEAR UP programs, state common core curriculum standards, accelerated learning programs, and state longitudinal data systems. The course examines the content of these policies, their political origins and implementation, and their impacts. The aim is to help students develop a broad and deep understanding of the main directions of - but also limitations to - national and state policymaking with respect to high school to college transition.
Documents & Papers
Download: Curriculum Vita April 2014 [Word]
Centers and Projects
The Center on Chinese Education, Teachers College Columbia University (CoCE) is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities will draw upon the historically special relationship between Chinese education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. Major funding for the Center's activities is provided by the Henry Luce Foundation and the Ford Foundation.