Paul Teske

Dean and Professor, School of Public Affairs, University of Colorado Denver

Paul Teske assumed the role of Dean of the School of Public Affairs on July 1, 2008. Prior to his appointment, Teske served as the Director of the Center for Education Policy Analysis (CEPA) and Director of the Center on Reinventing Public Education (CRPE) Denver at UCD’s School of Public Affairs in addition to his teaching and research activities as a Professor. He received the 2005 Distinguished Research Award from the 250 college member groups NASPAA/ASPA (National Association of Schools of Public Affairs and Administration/American Society for Public Administration). He also won the 2005 Excellence in Research and Creative Activities award from the University of Colorado Denver. From 1988-2003 he was a professor of political science at SUNY Stony Brook. He earned his Ph.D. (1989) and MPA (1982) degrees in Public Affairs from the Woodrow Wilson School of Public and International Affairs at Princeton University. He earned his B.A. in economics and political science, with highest honors in economics, from the University of North Carolina at Chapel Hill, where he was a James Johnston Scholar and Phi Beta Kappa.

Teske’s public policy research has centered on education policy, regulatory policy, urban policy, and economic development policy. He has written 8 books, 50 articles, and 20 book chapters on these topics. His most recent book, Pay for Performance Teacher Compensation: An Inside Story of Denver’s ProComp Plan (Harvard Education Press, 2007, with Phil Gonring and Brad Jupp) analyzes the entrepreneurial policy development of the nation’s leading market-based teacher pay plan. His co-authored book, Choosing Schools (Princeton University Press, 2000, with Mark Schneider and Melissa Marschall), won the Aaron Wildavsky Award for best book from the American Policy Studies Organization. His most recent journal article, in Public Administration Review in 2007 (with Christine Martell), assesses the impacts of Colorado’s Taxpayer Bill of Rights.

His research has been funded by the National Science Foundation, National Academy of Education, Brookings Institution, Bill and Melinda Gates Foundation, Manhattan Institute, American Enterprise Institute, Smith Richardson Foundation, and IBM Endowment for the Business of Government. He is currently a Co-PI for an National Science Foundation IGERT grant for $3.2 million for a multi-discplinary PhD and research program in Sustainable Infrastructure and Development. Teske’s research has been discussed in various media outlets, including the Denver Post, Rocky Mountain News, New York Times, New York Post, Milwaukee Journal-Sentinel, Chicago Tribune, Education Week, and National Public Radio.

Ch. 7 - Creating Savvy Choosers: Informing Families About School Choices (HFR '11)

In this chapter, University of Colorado Denver’s Paul Teske gives an overview of the challenges of helping parents navigate school choice systems.

Drivers of Choice: Parents, Transportation, and School Choice

This report surveys the broad transportation landscape and conducts in-depth work with families in two cities to determine what role transportation plays in parents' school decisions, and how districts might address related issues.

Challenges and Charter Schools: How Families with Special-Needs Students Perceive and Use Charter School Options

This report addresses choices made at the intersection of two very important trends in education: special education and charter schools.

Opening Doors: How Low-Income Parents Search for the Right School

Researchers with CRPE's Doing School Choice Right initiative determine what drives the school-choice decisions made by 800 low- to moderate-income families in three cities.

Ch. 1 - Doing Their Homework: How Charter School Parents Make Their Choices (HFR '06)

This chapter of Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2006 reports the results from a new multi-city survey that examines how low-income parents choose...

Jan 19 2012

Seattle, WA - Charter schools are public schools. Historically, however, the relationship between school districts and charters has been nonexistent at best, antagonistic at worst.