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Margaret E. Goertz
Professor
Co-Director, Consortium for Policy Research in Education ( CPRE)
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Education
1967: B.A. Government, Oberlin College
1968: M.P.A. Public Administration, Maxwell School, Syracuse University
1971: Ph.D. Social Science, Maxwell School, Syracuse University
Areas of Expertise
Education policy and government
School finance
School reform and assessment
Professional Biography
Dr.
Goertz is a professor of education policy in the Graduate School of Education
at the
University of
Pennsylvania and a co-director of the Consortium for Policy Research in
Education, where she specializes in the study of state and federal education
finance and governance policy. Dr. Goertz has conducted extensive research on
state education reform policies, state teacher policies, and state and federal
programs for special-needs students. Her current research activities look at
the impact of standards-based reform in elementary schools and high schools,
the implementation of the No Child Left Behind Act of 2001, and the interface between
NCLB and state accountability policies. She also studies how school districts
and schools allocate resources in support of standards-based reform. Dr. Goertz
is a past president of the American Education Finance Association and was a
member of the National Research Council’s Committee on Understanding the
Influence of Standards in Science, Mathematics and Technology Education.
Prior to joining the
University of
Pennsylvania faculty, Dr. Goertz taught at the Bloustein School of
Planning and Public Policy at
Rutgers
University and was a senior research scientist and executive director
of the Education Policy Research Division of Educational Testing Service. She
has also taught at
Princeton
University and the
College of
New Jersey.
Dr. Goertz has spoken and published extensively in
the areas of state education reform. Her writings on state and local
accountability have been published in the Peabody
Journal of Education, in the National Society for the Study of Education
(NSSE) yearbook, and by Teachers College Press. She has
co-authored or co-edited three books on school finance.
Research Interests and Current Projects
Dr. Goertz focuses her research interests on education finance, education policy, and intergovernmental relations, paying particular attention to fiscal and programmatic equity.
Courses Taught
EDUC 628: Finance Policy
EDUC 712: Policy Making in Education: Theory and Practice
Selected Publications
Goertz, M. E. (2006). Policy analysis: Studying
implementation. In J. Green, G. Camilli, and P. Elmore (Eds.), Complementary
methods for research in education, 3rd Edition.
Washington:
DC: American Education Research Association.
Goertz, M. E. (2005). State education policy in the new
millennium. In Carl E. Van Horn (Ed.), The State of the States, 4th edition.
Congressional Quarterly Inc., pp. 144-166.
Goertz, M. E. (2005). Implementing the No Child Left Behind Act: Challenges for the states. The Peabody Journal of Education, 80 (2):73-79.
Goertz, M. E., & Massell, D. (2005). Holding high hopes: How high schools respond to state accountability policies. CPRE Policy Brief. RB-42. Philadelphia , PA : University of Pennsylvania , Consortium for Policy Research in Education.
Goertz, M. E. (2001). Standards-based accountability: Horse trade or horse whip? In S. H. Fuhrman (Ed.), From the Capitol to the classroom: Standards-based reform in the states. Chicago : University of Chicago Press.
Goertz, M. E. (2001). Redefining government roles in an era of standards-based reform. Phi Delta Kappan, 83 (1): 62-66.
Goertz, M. E., & Odden, A. (1999). School-based financing . Thousand Oaks , CA : Sage Publications.
Firestone, W., Goertz, M. E., & Natriello, G. (1997). From cashbox to classroom: The struggle for fiscal reform and educational change in New Jersey. New York : Teachers College Press.
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