The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas—from early education through higher education, from digital learning to second language literacy.
Ashley Jochim is a Research Analyst at the Center on Reinventing Public Education. Her research focuses on the design and implementation of governance reform in education, including performance management, school choice, and standards-based policy initiatives. Dr. Jochim has published reports on state education agencies and district governance. She is a co-author (with CRPE founder Paul Hill) of an upcoming book that suggests who governs public education is much less important that what powers they have. Her work can be found in the Policy Studies Journal, Politics and Governance, and Political Research Quarterly, as well as numerous edited volumes, including the Handbook of School Choice and the Oxford Handbook of American Bureaucracy. In 2012, she was selected as one of a dozen Emerging Education Policy Scholars interested in narrowing the gap between research and policy. She is a regular contributor to national political science and public policy conferences. Prior to working at CRPE, she was a Graduate Fellow at the Center for American Politics and Public Policy at the University of Washington as well as a Research Analyst at the U.S. Department of Health and Human Services, Office for Civil Rights. Dr. Jochim holds a B.A. in Political Science and Psychology and a Ph.D. in Political Science, all from the University of Washington.
A survey of 4,000 parents in eight "high-choice" cities finds parents are taking advantage of choice, but they want more good options.
This report examines the experience of parents in cities with multiple public school options to answer the question, how can civic leaders create a choice system that works for all families?
Edited by Betheny Gross and Ashley Jochim, the essays in this third volume of the SEA of the Future describe a "productivity infrastructure" intended to provide a foundation for the work of SEAs.
This study explores the primary obstacles that inhibit state education agencies from better supporting school and district improvement.
Edited by Betheny Gross and Ashley Jochim, this volume begins a conversation with state education leaders about productivity.
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Several CRPE researchers are presenting work at the 2014 Association for Education Finance and Policy (AEFP) Spring Research Conference in San Antonio, Texas, March 13-15.
CRPE Research Analyst Ashely Jochim joins other prominent scholars, policy analysts, and practitioners to offer insight into what happens when rubber meets the road and the Common Core standards are implemented in schools nationwide.
This redefinED article features CRPE's report on how parents experience public school choice in eight cities.
CRPE's report on how parents choose public schools in eight high-choice cities is the feature of this Cleveland Plain Dealer article.
Survey Finds Wide Variation, Room for Improvement, and Need for More High-Quality Schools
CRPE's report on how parents in eight high-choice cities choose public schools for their kids is the feature of this Education Week article.
The Denver Post highlights CRPE's report on how parents choose a public school for their kids in Denver, one of eight cities surveyed for the report.
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Robin Lake discusses the current failures of Detroit's public school system, and why she's optimistic for its renewal.
Jochim and Gross argue that, while the Feds should take a hard look at the rules and regulations they put on SEAs' use of funds, the efforts of entrepreneurial states suggest that SEAs should seize the flexibility they already have.
Transforming the school district requires a transition strategy that protects kids who remain in district-run schools, writes Paul Hill.
Ashley Jochim takes a critical look at a new proposal to shrink state education agencies.
Ashley Jochim explores the book's still timely political lessons on implementing and sustaining urban school reforms.
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