What does it take for school choice to “work”? How do existing tools fall short? What can be done to ensure that all families have access to quality school options? Like many cities across the nation, Washington, D.C., has looked to school choice as one way to improve educational outcomes for disadvantaged students. School choice attempts to level the playing field between students of different backgrounds by making it possible for all families to have access to a city’s high-quality public schools—whether students live near these schools or not. But school choice requires families to make substantial investments of time and resources into the school choosing process, which can pose barriers to ensuring all families can access quality schooling options.
Betheny Gross
Twitter: @bethenygross
Betheny Gross is associate director at the Center on Reinventing Public Education (CRPE) and Affiliate Faculty, School of Interdisciplinary Arts and Sciences, at the University of Washington Bothell. Dr. Gross oversees CRPE’s research initiatives, leading analyses of personalized learning initiatives, public school choice, out of school learning, and district transformation and improvement. She is an expert on systemic strategies to help families to access educational opportunities, including unified enrollment and information systems. She has examined outcomes of district and state reforms across the country, and has advised and consulted with district leaders and community partners to formulate strategy and implement reforms.
Dr. Gross is coauthor of Strife and Progress: Portfolio Strategies for Managing Urban Schools and the author of numerous research reports and articles. Her work has been published in several journals, including Harvard Law and Policy, Educational Evaluation and Policy Analysis, American Education Research Journal, Journal of Education Finance, and Journal of Policy Analysis and Management. Dr. Gross is on the editorial board of Educational Evaluation and Policy Analysis and is a regular contributor to national education conferences.
Dr. Gross leads CRPE’s “Reinventing the Wheel” Bike to Work efforts, with several eager riders and many more reluctant ones. Although she’s been in the research space for many years now, she still misses her days as a math instructor at the University of Wisconsin. Dr. Gross holds a BA in Economics and Urban Studies from the University of Pittsburgh, an MA in Economics from the University of Iowa, and a PhD in Educational Policy Studies from the University of Wisconsin-Madison.
Our December review of a statistically representative sample of 477 districts found 31 percent are operating in fully remote learning—a larger percentage than at any other point during the fall...
In-depth case studies of five charter schools reveal lessons learned on educating students with disabilities remotely during the COVID-19 pandemic.
This brief gives an update on our nationally representative sample of school district reopening plans.
This brief gives a snapshot from July 27-31 of how school districts across the country are currently planning for fall 2020.
This brief gives a snapshot from August 17–21 of how school districts across the country are planning for fall 2020.
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Here's where to find CRPE experts at the 2016 Association for Education Finance and Policy (AEFP) 41st Annual Conference.
Saturday, March 19
CRPE's Betheny Gross, Sarah Yatsko, and Sean Gill are participating in the National Charter Schools Conference. Here's what they'll be discussing:
CRPE's Robin Lake, Betheny Gross, and Paul Hill will be featured speakers at "The Urban Education Future?" - Lessons from New Orleans 10 Years after Hurricane Katrina conference, hosted by the Education
Join Betheny Gross, senior research analyst and research director at CRPE, for an Education Week webinar on helping parents navigate the school choice process.
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Betheny Gross is quoted by NBC News on learning loss amid COVID-19.
Betheny Gross is quoted in the Syracuse Post-Standard on remote learning.
Betheny Gross is quoted in Chalkbeat on the hybrid model of remote and in-person learning.
Betheny Gross is quoted on personalized learning in Education Week.
Betheny Gross writes about how five cities tackle the challenges of student transportation in Education Next.
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A new brief summarizes our findings from a review of COVID-19 response plans of 477 school districts across the country.
The Evidence Project will bring together researchers from around the country to narrow the gap between research and policy.
Our network participants are already showing the potential benefits of the shift toward local problem solving.
Schools need not wait for ideal policy conditions to begin improving education for students with disabilities.
Betheny Gross examines how five high-choice cities tackle the challenges of student transportation.
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