In partnership with the Michigan Department of Education (MDE), a team of researchers from the Ford School will conduct a study into how Michigan’s education governance system can be improved for the benefit of public school students.“An effective...
The University of Michigan has published an experts guide to the 2024 elections. Ford School faculty are available to offer insights on relevant issues impacting the elections, including the following:
Economics
Betsey Stevenson, professor of...
What are the dynamics of inequity in labor markets? How do we determine appropriate categories for people in a multicultural society? How is the U.S. approach to ethnicity and nationality different from what they are doing in Europe?
These were...
The 2023 Public Policy and International Affairs (PPIA) Junior Summer Institute (JSI) has welcomed 23 students from 11 states, the District of Columbia, and Puerto Rico. This year’s cohort will spend seven weeks taking classes, participating in...
Elected officials from local, county, and state government came to the Ford School to hear about the potential for collaborations with their offices and the School’s faculty, research centers, and students.
Fifteen members of the Michigan State...
The Ford School is pleased to announce an exciting lineup for the fall 2022 Policy Talks @ the Ford School series and other special public events hosted with partners from across campus. We are hosting distinguished policymakers, scholars,...
The Ford School of Public Policy is a top-ranked public policy school dedicated to preparing diverse leaders to take on society’s most pressing challenges and make transformational discoveries through cutting-edge research. Experts from the Ford...
By Rebecca Cohen (MPP ‘09)
Two-directional learning helps small businesses and students thrive
Lily Hamburger (MBA ’16) supports economic mobility for entrepreneurs as the senior director of the pandemic-born Detroit Means Business, a coalition...
Seven of the Ford School’s dynamic research centers have launched new websites. Building on the Ford School’s own modern web design and technical capabilities, the new websites convey the energy and innovation of each center. Participating research...
Want to use your data skills to develop solutions to social challenges facing the city of Detroit? The Detroit Data Fellows Program is a two-year, full-time post-graduate fellowship during which participants work with city agencies to analyze...
Last month, CLOSUP Program Manager Sarah Mills received an $80,000 award from the Charles Stewart Mott Foundation to investigate community attitudes about wind energy in Michigan. Mills will work in collaboration with CLOSUP Director Barry Rabe...
Last week, Brian Jacob, Susan Dynarski and two colleagues from Michigan State released a new paper, "Are expectations alone enough? Estimating the effect of a mandatory college-prep curriculum in Michigan." The paper examines the effect of the 2006...
In nearly eight years, the federal No Child Left Behind school reforms have become perhaps the most controversial yet far-reaching educational policies of the past four decades. Opponents are turning their fire on No Child now that it is up for...
The official start of the school year, welcome week and orientation activities at the Ford School give new master's students the opportunity to meet and engage with peers, faculty, and staff, and begin the process of preparing for the academic year.
Free and open to the public.Pizza lunch provided at 11:25am to the first 100 guests.Sponsored by: The Center for Local, State, and Urban Policy (CLOSUP)Co-sponsored by: The Education Policy Initiative (EPI) and the University of Michigan School of EducationFor more information visit www.closup.umich.edu or call 734-647-4091. Follow on Twitter @closup
Free and open to the public. Join the conversation: #fordschoolspellings Lecture by the Honorable Margaret Spellings, Former U.S. Secretary of Education (2005-2009) Abstract: The seminal education law known as No Child Left Behind put critical pressure on our schools to dramatically improve education in America. Through accountability, testing, and consequences for failure, a more targeted focus on our neediest students has translated into measurable success for them.
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H.
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
Free and open to the public. Abstract In 2006, with the goal of increasing student achievement, the Charlotte Mecklenburg Schools (CMS) Board of Education passed policies related to effective teachers and school administrators. The leadership of the District put the Board's work in action and made increasing staff effectiveness the focus of their work.
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Free and open to the public. Sandwiches and soda provided. Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H. and Susan Gessner. About the speaker Stephanie Jones is an assistant professor of education at the Harvard Graduate School of Education.
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Free and open to the public. Sponsored by the Education Policy Initiative (EPI) at the Center for Local, State, and Urban Policy (CLOSUP). EPI is a program of coordinated activities designed to bring the latest academic knowledge to issues of education policy. Generous support provided by Charles H. and Susan Gessner. Abstract School accountability systems are intended to lead schools to educate children more efficiently and raise student performance.
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Free and open to the public. Abstract: The term 'undermatch' describes the problem of students failing to apply to the most selective colleges they qualify for. There is evidence that students who undermatch significantly reduce their chances of graduating. Because undermatching is substantially more prevalent among lower-income, minority, and first generation students, it raises immediate questions of fairness as well of resource waste.
Gerald R. Ford School of Public Policy
Betty Ford Classroom
Free and open to the public. Abstract: The U.S. high school graduation rate rose markedly during the first 70 years of the 20th century. This contributed to the human capital development that fueled economic growth and increases in standards of living. Since 1970, the U.S. high school graduation rate has stagnated, while those of other industrialized nations have risen. Do the patterns differ by gender, race, or ethnicity? Why should we care about these trends and patterns? Why did they occur?
