News from EPSA
New York Times column, "Fafsa Follies: To Gain a Student, Eliminate a Form," quotes a study by Judith Scott-Clayton and others Published: 8/25/2015 12:44:00 PM
Amy Stuart Wells: New Generation of Urban Parents Want Multicultural Communities and Diverse Schools
Slate.com quotes Amy Stuart Wells in article, "Why NYC is Experimenting with New Ways to Desegregate Public Schools" Published: 8/25/2015 12:36:00 PM
Inside Higher Ed takes an in-depth look at findings from a recent study by Professor Scott-Clayton and Economics and Education PhD student Veronica Minaya on the effects of federal work-study participation on students' academic and employment outcomes. Published: 7/31/2015 1:26:00 PM
Melinda Karp, PhD 2006 in Sociology & Education, was featured in an NPR story, "The Writing Assignment that Changes Lives." Published: 7/22/2015 2:07:00 PM
Professor Bailey talks about the complexity of the college transfer process in an Associated Press article. Published: 7/16/2015 10:24:00 AM
Professor Bailey discussed his new book, Redesigning America's Community Colleges: A Clearer Path to Student Success, with WNYC's Leonard Lopate. Published: 7/14/2015 1:26:00 PM
Prof. Jeffrey Henig is quoted in the Washington Post article "Even as Congress moves to strip his power, Arne Duncan holds his ground" by Lyndsey Layton. Published: 7/9/2015 11:32:00 AM
Professor Scott-Clayton spoke at the Senate HELP committee's hearing on college affordability on June 3, and made recommendations to reduce complexity in the federal student aid application and loan repayment processes. Published: 6/4/2015 9:05:00 AM
EPSA students win 2013 NAEd/Spencer dissertation fellowships
Terrenda White is a Ph.D. candidate in the sociology and education program. She earned her B.A at Northwestern University, 1998-2002 at the School of Education and Social Policy. Her dissertation work focuses on urban charter school reform in NYC, particularly the role of teacher autonomy and professional development, teacher political identity and power, and school policies that impact the development of socially and culturally transformative pedagogy. At Teachers College, Terrenda has served as a research associate in the Center for Understanding Race and Education (CURE), as well as student coordinator for the Critical Race Studies in Education Conference hosted at Teachers College in Spring of 2012. Terrenda is a former elementary school teacher and continues to work as a part-time instructor in various schools and youth development programs across Harlem. She is also an instructor and teacher coordinator for the Prison Education Initiative (PEI), providing evening classes for detained women on Rikers Island in NY. She is a native of Decatur, Georgia.
Travis Bristol is a Ph.D. candidate in the leadership, policy and politics program. Prior to starting his doctoral program, Travis taught English and Global Studies at two New York City public high schools. Also, during that time, he created curricular and extracurricular programs to address the academic and social needs of male students within each school. As a Ph.D candidate in leadership, policy and politics, his research interest focuses on the intersection of race and gender in organizations; in particular he examines how the various policy levers used by local, state, national and international actors influence outcomes within schools. Specifically, his dissertation will explore how within school organizational conditions affect the experiences of Black male teachers. At T.C., Travis has had the opportunity to expand his understanding of organizational theory, policy, and curriculum and teaching. Through course work in education and economic development in his first semester, he was well prepared for his summer internships with the World Bank where he worked in Washington D.C. and Georgetown, Guyana for its ministry of education. His projects included developing a male teacher recruitment campaign, surveying teachers, students, and principals to create a strategy to reduce teacher and student absenteeism, providing a needs assessment for the distant teacher training program, and, in line with his research interest, designing a curriculum for teachers on engaging boys in the classroom. Currently, Travis serves as a clinical teacher educator for the Boston Teacher Residency Program.