Educational Administration

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Educational administration refers to a range of professionals—from supervisors, program administrators, and principals to deans, department heads, and chief academic officers—as well as organizations formed to administer school functions. RAND studies have focused on topics such as private-sector management of public schools and improving educational leadership to accelerate student achievement.

  • Laptop displaying many graphs, photo by tadamichi/Getty Images

    Report

    Data Access and Use Among Middle and High School Principals

    Jun 11, 2020

    School principals make countless decisions that could benefit from access to data in electronic data management systems. During the 2018–2019 school year, what kinds of student data did principals have access to through these systems? Were the data disaggregated by student race, ethnicity, and income?

  • Educators talking in a school hallway, photo by Claire Holt/The Wallace Foundation

    Report

    Taking Stock of Principal Pipelines

    Jun 23, 2020

    To what extent do U.S. school districts view school principals as a key lever for school improvement? Superintendents and senior officials from a national sample of school districts shared their views on principal pipelines and the priority their districts place on them.

Explore Educational Administration

  • Report

    Public Policy Research and Administration : A Proposal for Educational Innovation.

    A proposal to the University of Michigan by its Advisory Council on Public Administration for a two-year master's degree program in public administration. With a purchasing power of 22.5 percent of the gross national product and employment of nearly...

    Jan 1, 1968

  • Report

    The Evaluation of Equality of Educational Opportunity.

    A reply to a critique of the U.S. Office of Education report, "Equality of Educational Opportunity." Analysis of the effects of resource inputs on student achievement levels provides a strong basis for (1) the inference that school factors are of mi...

    Jan 1, 1968

  • Report

    The Solution for Teacher Shortages

    A suggestion for alleviating the shortages of teachers in particular teaching fields.

    May 1, 1962

  • Content

    Catherine H. Augustine

    Director, Pittsburgh Office; Senior Policy Researcher
    Education Ph.D. and M.A. in education, University of Michigan; B.A. in political philosophy, Michigan State University

  • Content

    Susan Bush-Mecenas

    Associate Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; MA in policy, organization, & leadership studies, Stanford University; BM in music education w/ ca teaching credential, University of Southern California

  • Content

    Susan M. Gates

    Director, Office of Research Quality Assurance; Senior Economist; Professor, Pardee RAND Graduate School
    Education Ph.D. in economic analysis and policy, Stanford Graduate School of Business, Stanford University; M.A. in Russian and Eastern European studies, Stanford University; A.B. in mathematical economics, Brown University

  • Content

    Charles A. Goldman

    Senior Economist; Professor, Pardee RAND Graduate School
    Education Ph.D. in economic analysis and policy, Graduate School of Business, Stanford University; S.B. in computer science and engineering, Massachusetts Institute of Technology

  • Content

    Laura S. Hamilton

    Adjunct Behavioral Scientist
    Education Ph.D. in educational psychology, M.S. in statistics, Stanford University; M.S. in psychology in education, University of Pennsylvania; B.S. in music education, Duquesne University

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    Rebecca Herman

    Senior Policy Researcher
    Education Ph.D. in sociology, Johns Hopkins University; M.A. in sociology, Johns Hopkins University; B.A. in English, Johns Hopkins University

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    Alice Huguet

    Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; M.A. in elementary education, Loyola Marymount University; B.S. in political science, University of Oregon

  • Content

    Zhan Okuda-Lim

    Assistant Policy Researcher, RAND; Ph.D. Student, Pardee RAND Graduate School
    Education M.P.A. in public administration, Fels Institute of Government, University of Pennsylvania; Ed.M. in education policy and management, Harvard Graduate School of Education; A.B. in public and international affairs, Princeton University

  • Content

    V. Darleen Opfer

    Vice President and Director, RAND Education and Labor; Distinguished Chair in Education Policy
    Education Ph.D. in education policy studies, University of Virginia; M.Ed. in behavior disorders, University of Virginia; B.A. in education, Stetson University

  • Content

    Elizabeth D. Steiner

    Associate Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
    Education M.S.P.P.M. in public policy administration and analysis, Carnegie Mellon University; B.A. in psychology, Vassar College

  • Content

    Elaine Lin Wang

    Policy Researcher
    Education Ph.D. in learning sciences and policy, University of Pittsburgh; M.A. in curriculum, teaching, and learning, University of Toronto; B.Ed. in Secondary English and French Education, University of British Columbia; B.A. in English and French, University of British Columbia

  • Content

    Andrea Prado Tuma

    Associate Behavioral and Social Scientist
    Education Ph.D. in human development and social policy, Northwestern University; M.A. in human development and social policy, Northwestern University; B.A. in psychology, Vassar College