Using Longitudinal Data to Support State Education Policymaking (84.305S): This program intends to expand the research use of State Longitudinal Data Systems to examine long-term learner outcomes and pathways in order to provide evidence for state education policymaking. State education agencies can apply for these grants, on their own or in collaboration with other organizations, to analyze the data in their own SLDS in order to examine long-term trends in key issues, programs, and policies affecting learner outcomes.
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The State Higher Education Executive Officers Association (SHEEO) is excited to issue this call for papers for research and evaluations related to the public funding of higher education. We are particularly interested in proposals for research on the impacts of public funding on student and institutional outcomes. Analyses of the specific effects of general operating appropriations or state financial aid are encouraged. For successful proposals, with generous support from the Joyce Foundation, SHEEO will cover travel costs for researchers and analysts studying or evaluating the public funding of higher education to present their work at our convening in Boulder, Colorado, November 4-6, 2020. The convening will bring together a diverse array of participants, including state agency staff, policymakers, intermediary staff, and higher education researchers, to facilitate conversation amongst stakeholders who can advance the findings from the papers presented into action. Please see our website for the call for papers and submit your proposals by May 4, 2020. Learn more here: https://sheeo.org/public-funding-for-higher-education-call-for-papers/
City Connects is an innovative and evidence-based approach to addressing the out-of-school factors that can impact students’ achievement and thriving in schools. Currently implemented in over 90 schools across six states, this comprehensive intervention collaborates closely with districts, schools, and partnering community agencies to connect every student to a tailored set of supports and enrichments in the school and community. City Connects, housed at the Center for Optimized Student Support at Boston College, seeks a full-time Research Associate to join its evaluation team.
City Connects is an innovative and evidence-based approach to addressing the out-of-school factors that can impact students’ achievement and thriving in schools. Currently implemented in over 90 schools across six states, this comprehensive intervention collaborates closely with districts, schools, and partnering community agencies to connect every student to a tailored set of supports and enrichments in the school and community. City Connects, housed at the Center for Optimized Student Support at Boston College, seeks a full-time Senior Researcher to join its evaluation team.
The Assessment Resource Center (ARC) in the College of Education at the University of Missouri seeks an experienced, entreprenuerial researcher to become the next director. We seek a visionary leader who would relish the opportunity to substantially grow the ARC as a research and evaluation center that serves the four-campus University of Missouri (UM) system, and the nation.
ARC’s mission has been to collect and analyze data to help organizations make meaningful, data-driven decisions. We seek a senior director to deepen and expand this mission to make ARC a premiere research, evaluation, and assessment center. The expanded mission is to advance cutting-edge methodology research, to support the productivity of UM faculty across fields, to facilitate methods training of students, postdocs and faculty, to increase grantsmanship, to raise the research profile of UM, and to generate revenue for the university.
The Martin School of Public Policy and Administration at the University of Kentucky invites applications for up to two postdoctoral scholar positions in education policy. The scholars will collaborate on research activities with faculty mentors Dr. Rajeev Darolia and Dr. Ron Zimmer, with one scholar expected to work on topics related to higher education and the labor market, and the other scholar expected to work on projects related to K-12 education policy.
Professors John Papay and Matthew Kraft invite applications for multiple Research Analyst positions in the Brown University Department of Education. The job entails close collaboration with Professor Papay and/or Professor Kraft and a small team of researchers on quantitative research in educational inequality, urban education policy, and the economics of education. Possible projects include analysis of exit examination policies and research related to teacher professional learning, teacher evaluation, and teacher improvement. We believe this position is particularly well suited for students who are considering pursuing a Ph.D.
Founded in 2010, California Competes is an independent, non-partisan project aimed at bolstering the state’s postsecondary outcomes to foster robust regional economies, vibrant communities, and an engaged citizenry. California Competes is committed to advancing policies and practices that can vastly accelerate and promote degree attainment in our state. We pursue our goals by conducting timely research, developing policy options, and spotlighting promising practices that can improve California’s higher education system. We do this work with the ultimate beneficiaries at the forefront of our strategy: improving the educational, social and economic outcomes for low-income and underrepresented Californians. Read more about our policy priorities, staff, and esteemed Leadership Council at californiacompetes.org.
The Truman School of Public Affairs at the University of Missouri invites applications for a visiting assistant professor. Competitive applicants will have demonstrated ability to effectively teach core courses in the School’s Masters of Public Affairs program. The appointment will begin in August 2020 and is a 12 month appointment with full benefits.
Springer Nature invites applications for the Editor for the journal Research in Higher Education (RIHE). Now in its 47th year of publication, RIHE is a highly selective, archival journal. RIHE publishes studies that examine issues pertaining to postsecondary education with an impact factor of 1.961 (5-year impact factor of 2.780) and acceptance rate of 7% over the past three years. The journal encourages the use of a wide range of methods, and has particular interest in studies that apply advanced quantitative research methods to address postsecondary education policy issues broadly defined. Among the topics of interest to the journal are: access and retention; student success; equity; faculty issues; institutional productivity and assessment; postsecondary education governance; curriculum and instruction; state and federal higher education policy; and financing of postsecondary education.