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- B.A., University of Virginia, 1979
- Ph.D., Johns Hopkins University, 1984
Aaron Pallas is the Arthur I. Gates Professor of Sociology and Education and Chair of the Department of Education Policy and Social Analysis at Teachers College, Columbia University. He has also taught at Johns Hopkins University, Michigan State University, and Northwestern University, and served as a statistician at the National Center for Education Statistics in the U.S. Department of Education. Professor Pallas has devoted the bulk of his career to the study of how schools sort students, especially the relationship between school organization and sorting processes and the linkages among schooling, learning and the human life course. He is a Fellow of the American Educational Research Association and an elected member of the Sociological Research Association. His most recent projects are explicitly designed to inform policymakers and other stakeholders about conditions in New York City public schools.
Neumann, Anna, & Aaron M. Pallas. (2011). “Windows of possibility: Perspectives on the construction of educational researchers.” Pp. 299-321 in Clifton F. Conrad & Ron C. Serlin (Eds.), SAGE Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry, 2nd Edition. Thousand Oaks, CA: SAGE.
Pallas, Aaron M. (2012). "The fuzzy scarlet letter." Educational Leadership 70(3):54-57.
Pallas, Aaron M. (2013). “Policy directions for K-12 public education in New York City.” In John Mollenkopf (Ed.), Toward a 21st Century City for All: Progressive Policies for New York City in 2013 and Beyond. (downloadable at www.21cforall.org/education)
Pallas, Aaron M. (2013). “Reflections on rationality, evidence and issues of validity: Evaluating schools and teachers.” Pp. 163-171 in Madhabi Chatterji (Ed.), Validity and Test Use: An International Dialogue on Educational Assessments, Accountability, and Equity. Bedfordshire, UK: Emerald.
Giudici, Francesco, and Aaron M. Pallas. (2014). “Social origins and post-high school institutional pathways: A cumulative dis/advantage approach.” Social Science Research 44:103-113.
Pallas, Aaron M. (2014). “Mapping curriculum and pedagogy.” Perspectives on Urban Education 11(1):59-60.
Neumann, Anna & Aaron M. Pallas. (2015). "Critical policy analysis, the craft of qualitative research, and analysis of data on the Texas Top 10% law." Pp. 153-173 in Brian Pusser, Ana Martinez-Aleman, and Estela Mara Bensimon (Eds.), Critical approaches to the study of higher education. Baltimore, MD: The Johns Hopkins University Press.
Jennings, Jennifer and Aaron M. Pallas. (2016). “Teacher responses to value-added data.” Educational Leadership, May.
Pallas, Aaron M. (2016). “Social class and summer learning: There’s more than one faucet.” Forthcoming in Karl L. Alexander, Sarah Pitcock and Matthew Boulay (Eds.), Summer learning and summer learning loss: Theory, research and practice. New York: Teachers College Press.
Pallas, Aaron M. (2016). “Schooling, learning, and the life course.” Forthcoming in Robert A. Scott and Stephen Kosslyn (Eds.), Emerging trends in the social and behavioral sciences: An interdisciplinary, searchable and linkable resource. Wiley Online Library.