Julie Marsh, Ph.D.

Julie Marsh, Ph.D.

Associate ProfessorJulie Marsh
Center on Educational Governance
Rossier School of Education
University of Southern California
E-mail: [email protected]

Julie Marsh  comes from the RAND Corporation where she last served as Senior Policy Researcher.  Dr. Marsh specializes in research on policy implementation, educational reform, and accountability. Her research blends perspectives in education, sociology, and political science.

Over the past 15 years, much of her research has examined school districts as central actors in educational reform, including the roles played by central office administrators in both interpreting and creating policy, as well as the roles of other district actors—school board members, union leaders, citizens, parents, university partners, and community organizations—in advancing system-level reform and enhancing district capacity.  Another focus of her research has been the implementation and effects of various accountability policies, including studies of the No Child Left Behind Act, student promotion and retention policies, and charter schools and external management organizations. Dr. Marsh has also closely examined policies intended to support teachers and improve teaching, including research on literacy coaches and math and science curricular reforms. A final cross-cutting focus of her research is data-driven decision-making and studies of how educators use not only test score results, but also student work, data on instructional quality, and data generated from the community to inform their decisions and practice. Dr. Marsh is currently Principal Investigator (PI) of an evaluation of New York City’s Schoolwide Performance Bonus Program and Co-PI of a study of deregulation of school finance in California.

Dr. Marsh received a PhD in Education Administration and Policy Analysis from Stanford University, a Masters in Public Policy from the University of California at Berkeley, and BA in American Studies from Stanford University.  Recent publications include: “How Instructional Coaches Support Data-Driven Decision Making: Policy Implementation and Effects in Florida Middle Schools” (Educational Policy), “Assistance and Accountability in Externally Managed Schools:  The Case of Edison Schools, Inc.”(Peabody Journal of Education), “Cutting Through the ‘Data Driven’ Mantra: Different Conceptions of Data-Driven Decision-Making (Evidence and Decision Making: National Society for the Study of Education Yearbook), Democratic Dilemmas: Joint Work, Education Politics, and Community (SUNY Press), and School Districts and Instructional Renewal (Teachers College Press).

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