Staff
Thomas Hatch is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST).
Thomas Hatch is a Professor at Teachers College, Columbia University and Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST).
Dr. Ancess' research has focused on urban school reform, small schools, performance assessment, and accountability. During Jackie's more than 20 years in the New York City school system, she taught English in the South Bronx, became founding director of Manhattan East, a small junior high school in District 4, and was Director of Option Schools in Districts 2 and 3, where she was responsible for big school restructuring and small schools development. Her efforts at Manhattan East were awarded with the New York Alliance for the Arts Schools & Culture Award.
Selected Publications
Ancess, J. (2008). Small Alone Is Not Enough: How Can Educators Recover the Purposes of Small Schools? Educational Leadership, (65),8, 48-53.
Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (46), 4, 325-333.
Ancess, J. & Allen, D. (2006). Implementing Small Theme High Schools in New York City: Great Intentions and Great. Harvard Educational Review. 76 (3).
Ances, J. (2004). Snapshots of Meaning Making Classrooms. Educational Leadership.
Ancess, J. (2003). Beating the Odds: High School as Communities of Commitment. New York: Teachers College Press.
Ancess, J. (2000). The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes. Teachers College Record, June.
Ancess, J. & Darling-Hammond, L. Inching Toward Reform in New York City. Creating New Schools: How Small Schools Are Changing American Education. New York: Teachers College Press.
Dr. Ancess' research has focused on urban school reform, small schools, performance assessment, and accountability. During Jackie's more than 20 years in the New York City school system, she taught English in the South Bronx, became founding director of Manhattan East, a small junior high school in District 4, and was Director of Option Schools in Districts 2 and 3, where she was responsible for big school restructuring and small schools development. Her efforts at Manhattan East were awarded with the New York Alliance for the Arts Schools & Culture Award.
Selected Publications
Ancess, J. (2008). Small Alone Is Not Enough: How Can Educators Recover the Purposes of Small Schools? Educational Leadership, (65),8, 48-53.
Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (46), 4, 325-333.
Ancess, J. & Allen, D. (2006). Implementing Small Theme High Schools in New York City: Great Intentions and Great. Harvard Educational Review. 76 (3).
Ances, J. (2004). Snapshots of Meaning Making Classrooms. Educational Leadership.
Ancess, J. (2003). Beating the Odds: High School as Communities of Commitment. New York: Teachers College Press.
Ancess, J. (2000). The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes. Teachers College Record, June.
Ancess, J. & Darling-Hammond, L. Inching Toward Reform in New York City. Creating New Schools: How Small Schools Are Changing American Education. New York: Teachers College Press.
Dr. Elisabeth A. Barnett is the Associate Director of the National Center for Education, Schools and Teaching (NCREST) at Teachers College, Columbia University, and also affiliated with the Community College Research Center and the National Center for Postsecondary Research. She is project director for a research initiative designed to support the development of early college high schools and of projects related to college readiness and high school reform.
Dr. Barnett’s research interests relate to high school to college transition, early and middle college high schools, access to college, community colleges, workforce education, and international education. She has conducted or participated in research on summer bridge programs, middle and early college high schools, dual enrollment, International Baccalaureate initiatives, Tech Prep, career and technical education practices, and community college persistence.
Dr. Barnett received her PhD from the University of Illinois at Urbana-Champaign in Educational Organization and Leadership with a focus on higher education. She also has bachelors and masters degrees from the School for International Training and from the University of Texas at Austin.
Her publications include a co-edited volume of New Directions in Community Colleges entitled Academic Pathways to and from the Community College (with Bragg;Jossey-Bass Publishers), reports entitled Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas (NCPR, lead author), and Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas(NCPR, lead author), and a guide for early college high schools entitled Ten Key Decisions in Creating Early Colleges: Design Options Based on Research.
Dr. Elisabeth A. Barnett is the Associate Director of the National Center for Education, Schools and Teaching (NCREST) at Teachers College, Columbia University, and also affiliated with the Community College Research Center and the National Center for Postsecondary Research. She is project director for a research initiative designed to support the development of early college high schools and of projects related to college readiness and high school reform.
Dr. Barnett’s research interests relate to high school to college transition, early and middle college high schools, access to college, community colleges, workforce education, and international education. She has conducted or participated in research on summer bridge programs, middle and early college high schools, dual enrollment, International Baccalaureate initiatives, Tech Prep, career and technical education practices, and community college persistence.
Dr. Barnett received her PhD from the University of Illinois at Urbana-Champaign in Educational Organization and Leadership with a focus on higher education. She also has bachelors and masters degrees from the School for International Training and from the University of Texas at Austin.
Her publications include a co-edited volume of New Directions in Community Colleges entitled Academic Pathways to and from the Community College (with Bragg;Jossey-Bass Publishers), reports entitled Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas (NCPR, lead author), and Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas(NCPR, lead author), and a guide for early college high schools entitled Ten Key Decisions in Creating Early Colleges: Design Options Based on Research.
Jennifer E. Kim is a Senior Research Associate at NCREST. She is currently leading several projects examining features and outcomes associated with schools and programs that offer college course-taking and readiness opportunities to high school students, both at the state and national levels. Ms. Kim’s research and policy interests include topics related to underserved student populations, college and career readiness, dual enrollment and middle/early college schools, school partnerships, and data use for continuous organizational improvement. Ms. Kim taught fifth grade for two years and her dissertation work, in the program of Sociology of Education at Teachers College, Columbia University, has focused on interorganizational relations between schools and external partners. She received her Bachelors in Sociology and Masters in Educational Policy, Planning, and Leadership, both from the College of William & Mary.
Jennifer E. Kim is a Senior Research Associate at NCREST. She is currently leading several projects examining features and outcomes associated with schools and programs that offer college course-taking and readiness opportunities to high school students, both at the state and national levels. Ms. Kim’s research and policy interests include topics related to underserved student populations, college and career readiness, dual enrollment and middle/early college schools, school partnerships, and data use for continuous organizational improvement. Ms. Kim taught fifth grade for two years and her dissertation work, in the program of Sociology of Education at Teachers College, Columbia University, has focused on interorganizational relations between schools and external partners. She received her Bachelors in Sociology and Masters in Educational Policy, Planning, and Leadership, both from the College of William & Mary.