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Henig, Jeffrey

Professor of Political Science and Education

Politics & Education Program Director

Education Policy and Social Analysis

212-678-8313

Office:
212F Zankel

Office Hours:
Wednesdays, 4-6, and by appointment.

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Educational Background

B.A. Government, Cornell University
Ph.D. Political Science, Northwestern University

Scholarly Interests

The boundary between private action and public action in addressing social problems. Privatization and school choice, race and urban politics, the politics of urban education reform, the politics of education research.

Selected Publications

The New Education Philanthropy: Politics, Policy, and Reform. Co-edited with Frederick M. Hess. Harvard Education Press, December 2015.

The End of Exceptionalism in American Education: The changing politics of school reform. Harvard Education Press, 2013.

Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform, co-edited with Katrina E. Bulkley and Henry M. Levin, Harvard Education Press, October 2010. Winner of the Districts in Research and Reform SIG Best Book Award, 2012.

Spin Cycle: How Research Is Used in Policy Debates, The Case of Charter Schools. Russell Sage Foundation/The Century Foundation, 2008. Winner of the American Educational Research Association’s (AERA) Outstanding Book Award, 2010.

Mayors in the Middle: Politics, Race and Mayoral Control of Urban Schools, co-edited with Wilbur C. Rich, Princeton University Press, 2004.

Building Civic Capacity: The Politics of Reforming Urban Schools, co-authored with Clarence N. Stone, Bryan D. Jones, and Carol Pierannunzi. University Press of Kansas, 2001. Named best book published in the field of urban politics in 2001 by the Urban Politics section of the American Political Science Association.

The Color of School Reform: Race, Politics, and the Challenge of Urban Education, co-authored with Richard Hula, Marion Orr, and Desiree Pedescleaux, Princeton University Press, 1999. Named best book published in the field of urban politics in 1999 by the Urban Politics section of the American Political Science Association.

Shrinking the State: The Political Underpinnings of Privatization, co-authored with Harvey Feigenbaum and Chris Hamnett, Cambridge University Press, 1998.

Rethinking School Choice: Limits of the Market Metaphor, Princeton Univ. Press, 1994. Paperback edition with new "Afterword" released in 1995.

Biographical Information

Jeffrey R. Henig is a professor of political science and education at Teachers College and a professor of political science at Columbia University. He is the author or coauthor of ten books, including The Color of School Reform: Race, Politics and the Challenge of Urban Education (Princeton, 1999) and Building Civic Capacity: The Politics of Reforming Urban Schools (Kansas, 2001), both of which were named--in 1999 and 2001, respectively--the best book written on urban politics by the Urban Politics Section of the American Political Science Association. Spin Cycle: How Research Gets Used in Policy Debates. The Case of Charter Schools (Russell Sage, 2008) focuses on the controversy surrounding the charter school study by the American Federation of Teachers and its implications for understanding politics, politicization, and the use of research to inform public discourse; it won the American Educational Research Association’s (AERA) Outstanding Book Award, 2010. The End of Exceptionalism in American Education, which examines the changing political landscape of education decision-making, was published by Harvard Education Press in January 2013.

Principal Publications

BOOKS

The New Education Philanthropy: Politics, Policy, and Reform. Co-edited with Frederick M. Hess. Harvard Education Press, December 2015.

The End of Exceptionalism in American Education: The changing politics of school reform. Harvard Education Press, 2013.

Mayors in the Middle: Politics, Race and Mayoral Control of Urban Schools, co-edited with Wilbur C. Rich, Princeton University Press, 2004.

Shrinking the State: The Political Underpinnings of Privatization, co-authored with Harvey Feigenbaum and Chris Hamnett, Cambridge University Press, 1998.

Rethinking School Choice: Limits of the Market Metaphor, Princeton Univ. Press, 1994. Paperback edition with new "Afterword" released in 1995.

Public Policy and Federalism: Issues in State and Local Politics, St. Martin's Press, 1985.

Neighborhood Mobilization: Redevelopment and Response, Rutgers University Press, 1982.

Gentrification in Adams Morgan: Political and Commercial Consequences of Neighborhood Change, GW Washington Studies, no. 9, Center for Washington Area Studies, George Washington University, 1982.

RECENT JOURNAL ARTICLES

“Local Politics and Portfolio Management Models: National Reform Ideas and Local Control.” Co-authored with Katrina E. Bulkley. Peabody Journal of Education (2015) 90 (1): 53-83.

“The Politics of Testing When Measures ‘Go Public’” Teachers College Record, special section on Validity: When Education Measures Go Public –Stakeholder Conversations on How and Why Validity Breaks Down, edited by Madhabi Chatterji, (September 2013): v. 115 (9), 11 pages.

“The Politics of Data Use,” Teachers College Record, special issue on data use edited by Andrea Bueschel and Cynthia Coburn, (November 2012): v. 114 (11).

“Shopping in the Political Arena: Strategic State and Local Venue Selection by Advocates,” co-authored with Thomas P. Holyoke and Heath Brown, State and Local Government Review (2012) 44(1) 9-20

“Geo-Spatial Analyses and School Choice Research,” American Journal of Education (August 2009) Vol. 115: 649-657.

“Mayors, Governors, and Presidents: The new education executives and the end of educational exceptionalism," Peabody Journal of Education (2009): 84:283-289.

"Policy Dynamics and the Evolution of State Charter School Laws." Co-authored with Thomas T. Holyoke, Heath Brown, Natalie Lacireno-Paquet. Policy Sciences (February 2009): 42: 33–55.

“Politicization of Evidence: Lessons for an Informed Democracy,” Educational Policy (2009) Vol. 23, No. 1, 137-160.

“Rethinking School Reform: The Distractions of Dogma and the Potential for a New Politics of Progressive Pragmatism.” Co-authored with Clarence N. Stone. American Journal of Education (May 2008): Vol. 114, no. 3, 191-218.

“Institution Advocacy and The Political Behavior of Charter Schools.” Co-authored with Thomas T. Holyoke, Heath Brown, and Natalie Lacireno-Paquet. Political Research Quarterly (June 2007): 202-214

“The Influence of Founder Type on Charter School Structures and Operations.” Co-authored with Heath Brown, Thomas T. Holyoke, and Natalie Lacireno-Paquet. American Journal of Education 111 (August 2005): 487-522.

“Research on Emergent Phenomena: Responses and Speculations” a response to three comments on “Scale of Operations….” Co-authored with Heath Brown, Thomas T. Holyoke, and Natalie Lacireno-Paquet. Social Science Quarterly (December 2004): 1072-1077.

“Scale of Operations and Locus of Control in Market- vs. Mission-Oriented Charter Schools.” Co-authored with Heath Brown, Thomas T. Holyoke, and Natalie Lacireno-Paquet. Social Science Quarterly (December 2004): 1035-1051.

“Privatization, Politics, and Urban Services: The Political Behavior of Charter Schools, (Co-authored with Natalie Lacireno-Paquet, Thomas Holyoke, Michele Moser), Journal of Urban Affairs 25, 1 (2003): 37-54. Named by the Urban Affairs Association the best article published in the Journal of Urban Affairs in 2003.

“Locational Decisions of Charter School: Probing the Market Metaphor,”(co-authored with Jason MacDonald) Social Science Quarterly 83,4 (December 2002): 962-980.

“Creaming versus Cropping: Charter School Enrollment Practices in Response to Market Incentives,” (Co-authored with Natalie Lacireno-Paquet, Thomas Holyoke, Michele Moser) Educational Evaluation and Policy Analysis 24, 2 (Summer, 2002): 145-158.

“Nonprofit Human Service Providers in an Era of Privatization: Toward a Theory of Economic and Political Response,” (Co-authored with Joseph Cordes and Eric Twombly) Policy Studies Review (Winter, 2001): 91-110.

“Crossing the Great Divide: Race and Preferences for Living in the City Versus the Suburbs,” (Co-authored with Lee Sigelman) Urban Affairs Review 37:2 (September 2001): 3-18.

SELECTED RECENT CHAPTERS IN EDITED VOLUMES

“Introduction: The New Education Philanthropy.” Co-authored with Frederick M. Hess, in Hess and Henig (ed.s) The New Education Philanthropy: Politics, Policy, and Reform. Harvard Education Press, December 2015.

“Conclusion: Philanthropies On a Shifting Landscape of Policy and Practice.” Co-authored with Frederick M. Hess, in Hess and Henig (eds.) The New Education Philanthropy: Politics, Policy, and Reform. Harvard Education Press, December 2015.

“Calling the Shots in Public Education: Parents, Politicians, and Educators Clash.” Co-authored with Eva Gold and Elaine Simon. In Public Education Under Siege, edited by Michael B. Katz and Mike Rose. Philadelphia PA: University of Pennsylvania Press (2013).

“The Rise of Education Executives in the White House, State House, and Mayor’s Office,” in Paul Manna and Patrick McGuinn, eds., Education Governance for the Twenty-First Century: Overcoming the Structural Barriers to School Reform. Washington DC: Brookings (2012): 178-205.

“Addressing the Disadvantages of Poverty: Why ignore the most important challenge of the post-standards era?” Co-authored with Helen Janc Malone, Paul Reville. In Jal Mehta, Robert Schwartz, and Frederick M. Hess eds., The Future(s) of School Reform. Cambridge MA: Harvard Education Press (2012): 119-149.

“ I Used to Think: ‘Ideas Have Sharper Edges Than Real Phenomena.’” In I Used to Think . . . And Now I Think: Twenty Leading Educators Reflect on the Work of School Reform, edited by Richard F. Elmore. Cambridge MA: Harvard Education Press (2011): 65-70.

“Parent and Community Engagement in NYC and the Sustainability Challenge for Urban Education Reform.” Co-authored with Eva Gold, Marion Orr, Megan Silander, Elaine Simon. In Education Reform in New York City: Ambitious Change in the Nation's Most Complex School System, edited by J. O'Day, C. Bitter, & L. Gomez, L. Cambridge, MA: Harvard Education Press (2011): 33-54.

“The Contemporary Context of Public Engagement: The New Political Grid.” In Public Engagement for Public Education, edited by Marion Orr and John Rogers. Stanford University Press (2011): 52-85.

“Portfolio Management Models and the Political Economy of Contracting Regimes.” In Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform, co-edited with Katrina E. Bulkley and Henry M. Levin, Harvard Education Press, (2010): 27-52.

“NYC: Strong Vision, Learning by Doing, or the Politics of Muddling Through?” co-authored with Jonathan Gyurko. In Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform, co-edited with Katrina E. Bulkley and Henry M. Levin, Harvard Education Press, (2010): 91-126.

“Where Public Meets Private: Looking Forward” co-authored with Katrina E. Bulkley. Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform, co-edited with Katrina E. Bulkley and Henry M. Levin, Harvard Education Press, (2010): 323-340.

“Would Better Research Lead to Better Schools?” In Taking Measure of Charter Schools, edited by Paul Hill and Julian Betts. Rowman and Littlefield (2010).

“The Politics of Localism in an Era of Centralization, Privatization, and Choice.” In R. L. Crowson & E. B. Goldring (Eds.), The New Localism in American Education, The 108^th Yearbook of the National Society for the Study of Education, Volume 1 (2009): 112-129.

“Correlates of Mayoral Takeovers in City School Systems” (with Elisabeth Thurston Fraser). In Nancy Pindus, Howard Wial, and Harold Wolman, eds., Urban and Regional Policy and Its Effects: Volume 2. Washington DC: Brookings Institution Press (2009): 69-123.

“Mayoral Control: What We Can and Cannot Learn from Other Cities?” In When Mayors Take Charge School Governance in the City, edited by Joseph P. Viteritti. Brookings Institution Press (2009).

“Education Policy from 1980 to Present: The Politics of Privatization.” In Conservativism and American Political Development, edited by Brian J Glenn and Steven M Teles. Oxford University Press (2009): 291-323.

“The Evolving Relationship between Researchers and Public Policy.” In When Research Matters: How Scholarship Influences Education Policy, edited by Frederick M. Hess. Cambridge MA: Harvard Education Press (2008): 41-62.

“The Political Economy of Supplemental Education Services.” In No Remedy Left Behind Lessons from a Half-Decade of NCLB, edited by Frederick M. Hess and Chester E. Finn Jr. Washington DC: AEI Press (2007): 66-94.

“Understanding the Political Conflict over School Choice,” in Getting Choice Right: Ensuring Equity and Efficiency in Education Policy, edited by Julian R. Betts and Tom Loveless. Washington DC, Brookings, 2005.

“Mayor-centrism in Context,” co-authored with Wilbur C. Rich, in Mayors in the Middle: Politics, Race and Mayoral Control of Urban Schools, co-edited with Wilbur C. Rich, Princeton University Press, 2004.

“Washington, D.C.: Race, Issue Definition, and School Board Restructuring,” in Mayors in the Middle: Politics, Race and Mayoral Control of Urban Schools, co-edited with Wilbur C. Rich, Princeton University Press, 2004.

“Lessons for Theory and Action,” co-authored with Wilbur C. Rich, in Mayors in the Middle: Politics, Race and Mayoral Control of Urban Schools, co-edited with Wilbur C. Rich, Princeton University Press, 2004

“Equity and the Future Politics of Growth,” in Urban Sprawl: Causes, Consequences, and Policy Responses, edited by Gregory D. Squires (Washington, D.C.: Urban Institute Press, 2002): 325-350.

Honors and Awards

AWARDS & HONORS

Member, National Academy of Education, 2013-present.

Fellow, American Educational Research Association, 2013-present.

Norton Long Career Achievement Award, Urban Politics section of the American Political Science Association (to be awarded September 4, 2015).

Districts in Research and Reform SIG Best Book Award, 2012 for Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform, co-edited with Katrina E. Bulkley and Henry M. Levin, Harvard Education Press, October 2010.

American Educational Research Association’s (AERA) Outstanding Book Award, 2010 for Spin Cycle: How Research Is Used in Policy Debates, The Case of Charter Schools. Russell Sage Foundation/The Century Foundation, 2008.

Roger W. Ferguson, Jr. & Annette L. Nazareth Member, School of Social Science, Institute for Advanced Study, 2009-10.

John C. Donovan Award for the best faculty paper presented at the 2006 Meeting of the New England Political Science Association. For “Education Policy and the Politics of Privatization since 1980.”

Urban Affairs Association, the best article published in the Journal of Urban Affairs in 2003, for “Privatization, Politics, and Urban Services: The Political Behavior of Charter Schools, (Co-authored with Natalie Lacireno-Paquet, Thomas Holyoke, Michele Moser).

Best book published in the field of urban politics in 2001 by the Urban Politics section of the American Political Science Association, for Building Civic Capacity: The Politics of Reforming Urban Schools, co-authored with Clarence N. Stone, Bryan D. Jones, and Carol Pierannunzi.

Named Columbian College Distinguished Professor, George Washington University, May 2001.

Visiting Scholar, Russell Sage Foundation, September 1, 2000- June 30, 2001.

Best book published in the field of urban politics in 1999 by the Urban Politics section of the American Political Science Association, for The Color of School Reform: Race, Politics, and the Challenge of Urban Education, co-authored with Richard Hula, Marion Orr, and Desiree Pedescleaux.

Courses

Research in 2004

Some of the diverse research contributions of TC faculty during 2004

Charter Schools Can Be Big and Bureaucratic, Too, Study Finds: For-Profit Charters Often Replicate Size and Top-Down Decision-Making of Public Schools

The American charter school movement, launched in the late 1980s, has been built on the notion of small schools that remove decision-making from distant bureaucrats and return it to teachers and parents. Yet now a new study suggests that for-profit charters – the fastest growing segment of the market – are replicating some aspects of both the size of public schools and the centralized top-down, decision-making of the public school system.

Equity Symposium to Focus on NCLB at Midpoint

While the federal No Child Left Behind Act (NCLB) may be raising positive expectations for special education students and focusing attention on the educational needs of poor and minority youth, to date, NCLB is significantly behind schedule in meeting its own goals for student performance, teacher quality, academic standards and other key school improvement measures.

It's Not Just Academic

The knock on scholarly conferences and symposia is that too often they are just that: scholarly. Information gets presented; debates ensue - but then what?

TC: America's Policy Mecca

"The more the merrier," said President Susan Fuhrman welcoming TC's students to the College's 5th Annual Policy Studies Orientation Panel on September 12th. Fuhrman's reference was to TC's unrivaled breadth of policy-related courses and programs. However she was also keynoting an event specifically designed to help students navigate this rich assortment which in the past has sometimes puzzled newcomers.

What's The Big Idea?

There are huge opportunities at TC to unite people across fields and departments, but far too little has been done to capitalize on them... until now.

Stanford study shows many city charters besting district schools

Students in nearly 50 charter schools across the city are outperforming their peers in district schools on state tests, according to a study by an education research group at Stanford University.

TC's Jeff Henig: Income Gap in Education is "Stubborn"

In an interview with Education Sector, the education policy think tank, Henig says, "the gap between wealthier and lower-income students has been very stubborn, and by some measures has widened."

Professor Jeffrey Henig

Professor of Political Science & Education, Department Chair, EPSA

TC's Bailey, Henig, Wells Named AERA Fellows

Thomas Bailey, Jeffrey Henig and Amy Stuart Wells are among 23 scholars selected to be the 2013 Fellows of the American Education Research Association.

Jeffrey Henig Reads the Future of Education Policy

The power of local school boards is fading, and control of education policy is moving toward"general-purpose government and politics," the Chair of TC's Department of Education Policy and Social Analysiswrites.

The Elephant in the Classroom

Kossoff Lecture at TC Features Education Debate Between Advisers to Candidates Obama and Romney

Debating at TC, the education advisors to Obama and Romney differ on the role of the federal government, funding, NCLB and more

Jeffrey Henig: Rocketship and Teach for American Partnership Attracts "Young, Eager" Teachers

But in USA Today, the Professor of Political Science and Education questions whether the model can keep teachers for the long haul

A Consensus that Poverty Really Does Influence Education Outcomes

At a recent TC gathering of top education researchers, the consensus was that poverty really does influence educational outcomes

TC's Jeff Henig: Chicago Teachers' Strike Like Battles in Other Cities With Mayor-Controlled Schools

Speaking with Bloomberg News, Henig said Chicago teachers are in an "outright war for survival" which, if the union wins, might be repeated in other cities.

Henig: Charter Schools "Can Stir Opposition" From Public-School Loyalists

The Professor of Political Science and Education and Chair of the Education Policy & Social Analysis Department told a Florida paper that charters are increasingly seen as "funded and supported by outsiders."

How Should Politics Influence Education Policy?

Three experts weigh in at the launch of TC's newest department

Bringing TC Together

As Deputy Provost, John Allegrante is building bridges for TC throughout Columbia and around the world

Panel at Harvard to Dicuss Prof. Rebell's Proposal for Establishing Comprehensive Educational Opportunity as a Legal Right

On October 13, 2011, Professor Michael A. Rebell will be speaking at the Harvard Law School about his forthcoming article "The Right to Comprehensive Educational Opportunity" which will be published early next year by the Harvard Civil Rights-Civil Liberties Law Review.

TC's Jeff Henig Says Sophisticated Data Mining Can Help Guide Policy Decisions in Schools

In his second of three guest blogs this week for Rick Hess's "Straight Up," Henig says that sophisticated analysis of high-quality data can be useful in setting education policy, but only if "other important factors are taken into account."

What Do Teachers Want?

Teachers aren't being heard in education reform policy debates, but they should be, writes Professor Jeff Henig, guest-blogging for Rick Hess on Edweek.org. Reformers should ask teachers "how various reform initiatives bear upon their sense of accomplishment, pride, and long-term commitment to the field," Henig says.

A Call for Education Schools to Reassert Themselves on National Policy Questions

Writing in the Chronicle of Higher Education, TC's Jeffrey Henig argues that, even as education has increasingly become front-page news, education schools have been marginalized in the national education-policy debates.Citing the College's new policy department as an example, he calls foreducation school facultyto "master the tools of contemporary policy analysis and then tie them to their richer base of knowledge and craft;"to"engage in creative, cross-disciplinary research that takes into account the many varied, sometimes subtle ways in which education works or doesn't work for students" and to "pay attention to what happens inside schools and classrooms, but...also attend very seriously to ways in which broader social, economic, and policy forces reinforce and constrain schools and independently affect learning wherever it occurs."

American Schools Will Not Hit Proficiency Marks Unless They Attend to Nonschool Factors

TC's Jeffrey Henig, with co-author S. Paul Reville, write in Education Week that Americans need to address social factors such as socioeconomic status, concentrations of poverty, and school and residential mobility, if children are going to meet achievement marks set by No Child Left Behind legislation.

Policy by Department

TC is launching a new Department of Education Policy and Social Analysis (EPSA) to serve as a central academic hub for the College's education policy work across all phases of educational and human development, with both a national and global focus.

The Education Broker

When education nonprofits need private funds, Lisa Philp plays matchmaker

Bloomberg News Quotes Henig on NJ Governor Christie

"Christie's focus on education may hint at national aspirations, said Jeffrey Henig, professor of political science and education at Teacher's College," Bloomberg writes.

TC's Henig Says Rhee Seen as "Divisive"

"An important segment of the education community sees her as divisive, anti-teacher, and confrontational," Jeffrey Henig, Professor of Political Science and Education, says of Michelle Rhee in the current issue of Fast Company magazine.

Jeffrey Henig and Edmund Gordon Honored at AERA

Teachers College faculty member Jeffrey Henig and emeritus faculty member Edmund W. Gordon were honored this past week in Denver at the 91st annual meeting of the American Educational Research Association.

2010-11: The Year of Research at TC

President Fuhrman outlines the 2010--11 school year as TC's "Year of Research"

The State of the College: It's the Year of Research at TC

TC's President says there has never been a more opportune moment to focus on evidence-based solutions in education writ large

<i>Waiting for Superman</i> Screens at TC

A panel of TC faculty responds to a controversial documentary about dysfunctional American schools by Davis Guggenheim

TC Faculty: American Education Can't Wait for "Superman"

A panel of TC faculty members react to director Davis Guggenheim's Waiting for "Superman"

TC Faculty Still "Waiting for Superman"

TC screened "Waiting for Superman," the controversial new documentary about five families trying to get their children into charter schools. A panel of TC faculty discussed the film in the Cowin Center auditorium.

FACULTY AVAILABLE TO COMMENT ON NYC RELEASE OF TEACHER RATINGS

Assistant Professor Douglas Ready, and professors Jeffrey Henig and Aaron Pallas, experts in testing and accountability measures, are available to discuss the planned release of teacher evaluation data by the New York City Department of Education.

Rebell, Henig Weigh In On Federal Teachers Jobs Bill

On August 10, President Obama signed an emergency bill authorizing $10 billion in funding for states to head off tens of thousands of teacher layoffs. Here TC's Michael Rebell and Jeffrey Henig assess some of the bill's pros and cons.

Seven Alumni Honored at 2011 Academic Festival

Putting Standards to the Test

During the past 30 years, U.S. education has become increasingly standards-driven. Are we getting anywhere?

Seven TC Scholars Make 2013 Edu-Scholar Public Presence Rankings

The EducationNext blogger Rick Hess ranks education scholars by the quality of their research and "footprint on the public discourse" in education.

The Backlash against Charter Schools

Writing for the New York Times' online "Room for Debate" forum, TC's Jeffrey Henig and Luis Huerta (third piece from the top) argue that "shifting economic and political conditions at the state and national level" are one reason for "the more vocal and newly energized critiques of charters" in New York and elsewhere. http://nyti.ms/9BCzPk

Click here to read a story in the 2010 TC Annual Report about charter schools and new research by Henig, Huerta, and TC faculty member Henry Levin and student Jonathan Gyurko.

An AERA Trifecta

Henig, Neumann and Gordon honored at Denver meeting.

Dear Chancellor-Select: Not That You Asked Us, But...

New York City Mayor Michael Bloomberg has announced Cathleen P. Black, the 66-year-old chairwoman of Hearst Magazines, as the next chancellor of the city's public school system, succeeding Joel Klein. Here, a cross-section of TC experts who are long-time observers of the New York education scene offers the incoming chancellor their unsolicited advice.

The Best Policy

A new department will centralize the College's interdisciplinary policy work and bring together some of the nation's leading experts.

TEACHERS COLLEGE CREATES EDUCATION POLICY DEPARTMENT

The new department will centralize the College's interdisciplinary policy work and bring together some of the nation's leading experts.

The Best Policy

A new department centralizes the College's interdisciplinary policy work.

International Conference Will Examine Issues of Validity, Educational Assessment, Equity and Accountability

International stakeholders will gather for a conference and institute, from March 28 through March 31, to discuss how standardized tests and other assessments are constructed, what they measure, and whether the results are appropriately used.

President Fuhrman, Six Faculty Members Make Rick Hess's 2012 Public Presence Rankings

Henig and Neumann Are Elected Members of the National Academy of Education

Teachers College faculty members Jeffrey Henig and Anna Neumann have been elected to membership in the National Academy of Education for their contributions to educational research and policy development.

Can History Point to What Ails Educational Testing Today?

An upcoming TC conference will focus on the history, current issues, and future of testing in education.

TC President, 11 Faculty Make 2014 EduScholar Public Influence Rankings

Rankings by Rick Hess, education blogger for the American Enterprise Institute, include President Susan Fuhrman and Thomas Bailey, Jeff Henig, Luis Huerta, Sharon Lynn Kagan, Hank Levin, Ernest Morrell, Aaron Pallas, Michael Rebell, Judith Scott-Clayton, Amy Stuart Wells and Penny Wohlstetter. Hess annually ranks university scholars by their contributions to public debates about education.

2013 Year in Review: Research

Documents

Curriculum Vitae

My TC Picture

Henig, Jeffrey (jh2192)