Rand Quinn

Featured

Class Action: Desegregation and Diversity in San Francisco Schools

Selected Publications

Cheuk, T., Quinn, R., & Conner, J. (2022). Political activism in postsecondary settings: Possibilities for institutional change toward social justice. Peabody Journal of Education, 97(5), 521–532.

Mayorga, E., Cheuk, T., Conner, J., & Quinn, R. (2022). Fugitive praxis and the unsettling of the imperial university. Peabody Journal of Education, 97(5), 631–638.

Carl, N., Jones-Layman, A., & Quinn, R. (2022). Taking back teaching: The professionalization work of teacher activist organizations. Journal of Teacher Education, 73(3), 314–327.

Lisko, C., Woolford, K., & Quinn, R. (2022). Establishing, executing, and extending caring community-based research partnerships. In V. Vasudevan, N. Gross, P. Nagarajan, & K. Clonan-Roy (Eds.) Care-Based Methodologies: Reimagining Qualitative Research with Youth in U.S. Schools (pp. 197–210). Bloomsbury Academic.

Cox, A., Steinbugler, A., & Quinn, R. (2021). It’s who you know (and who you are): Social capital in a school-based parent network. Sociology of Education, 94(4), 253–270.

Quinn, R. (2020). Class Action: Desegregation and Diversity in San Francisco Schools. University of Minnesota Press.

Quinn, R., Cox, A., & Steinbugler, A. (2020). Social position or school participation? Access and mobilization of social capital in a school-based network. Educational Researcher, 49(1), 44–55.

Quinn, R., & Ogburn, L. (2020). Ideas and the politics of school choice policy: Portfolio management in Philadelphia. Educational Policy, 34(1), 144–165.

Steinberg, M., Quinn, R., & Anglum, C. (2020). Education finance reform and the Great Recession: Did state policy and fiscal federalism improve education spending, school resources and student achievement in Pennsylvania? Journal of Education Finance, 45(4) 427–458.

Drake Rodriguez, A. & Quinn, R. (2020). Parallel pathways of reform: Fair public schooling and housing for Black citizens. In W. Pritchett, V. Reina, & S. Wachter (Eds.) Perspectives on Fair Housing (The City in the Twenty-First Century), (pp. 74–103). University of Pennsylvania Press.

Cheuk, T., & Quinn, R. (2018). Dismantling the wall between Church and State: The case of public education. Phi Delta Kappan, 100(3), 24–28.

Cohen, J., Golden, M., Quinn, R., & Simon, E. (2018). Democracy thwarted or democracy at work? Local public engagement and the new education policy landscape. American Journal of Education, 124(4), 411–443.

Nguyen, C., & Quinn, R. (2018). “We share similar struggles": How a Vietnamese immigrant youth organizing program shapes participants' critical consciousness of interracial tension. Race Ethnicity and Education, 21(5), 626–642.

Quinn, R., & Cheuk, T. (2018). School vouchers in the Trump era: How political ideology and religion shape public opinion. Consortium for Policy Research in Education (CPRE), Policy Brief #18-1.

Quinn, R., & Nguyen, C. (2017). Immigrant youth organizing as civic preparation. American Educational Research Journal, 54(5), 972–1005.

Quinn, R., Hopkins, M., & García Bedolla, L. (2017). The politics of immigration and education. Educational Policy, 31(6), 707–715.

Simon, E., Quinn, R., Golden, M., & Cohen, J. (2017). With our powers combined: Grassroots activism in Philadelphia. In B. Ferman (Ed.), The fight for America's schools: Grassroots organizing in education (pp. 55–73). Cambridge, MA: Harvard Education Press.

Steinberg, M., & Quinn, R. (2017). Education reform in the post-NCLB era: Lessons learned for transforming urban public education. Cityscape: A Journal of Policy Development and Research, 19(1), 191–216.

Quinn, R., Oelberger, C., & Meyerson, D. (2016). Getting to scale: Ideas, opportunities, and resources in the early diffusion of the charter management organization, 1999–2006. Teachers College Record, 118(9), 1–44.

Steinberg, M., Quinn, R., Kreisman, D., & Anglum, J. (2016). Did Pennsylvania's statewide school finance reform increase education spending or provide tax relief? National Tax Journal, 69(3), 545–582.

Quinn, R., & Carl, N. (2015). Teacher activist organizations and the development of professional agency. Teachers and Teaching: Theory and Practice, 21(6), 745–758.

Quinn, R., & Steinberg, M. (2015). Can state policy deliver equitable and adequate funding? The State Education Standard, 15(2), 37–41.

Steinberg, M., & Quinn, R. (2015). A tale of two decades: New evidence on adequacy and equity in Pennsylvania. Journal of Education Finance, 40(3), 273–298.

Quinn, R., Tompkins-Stange, M. & Meyerson, D. (2014). Beyond grantmaking: Philanthropic foundations as agents of change and institutional entrepreneurs. Nonprofit and Voluntary Sector Quarterly, 43(6), 950–968.

Scott, J., & Quinn, R. (2014). The politics of education in the post-Brown era: Race, markets, and the struggle for equitable schooling. Educational Administration Quarterly, 50(5), 749–763.

Quinn, R., Tompkins-Stange, M. & Meyerson, D. (2013). Philanthropic foundations as institutional entrepreneurs in the California charter school field. National Center for the Study of Privatization in Education (NCSPE), no. 221. Teachers College, New York.

Quinn, R., & Carl, N. (2013). Thoughts on the power and promise of parent organizing. Perspectives on Urban Education, 10(1), 1–3.

Meyerson, D., Berger, A., & Quinn R. (2010). Playing the field: Implications of scaling in the California charter school movement. In P. N. Bloom and E. Skloot (Eds.), Scaling Social Impact: New Thinking (pp. 65–79). New York: Palgrave Macmillan.

Quinn, R., & Meyerson, D. (2008). The positive potential of tempered radicals. In C. Manz, K. Cameron, K. Manz, & R. Marx (Eds.), The Virtuous Organization: Insights from Some of the World’s Leading Management Thinkers (pp. 247–258). Hackensack, NJ: World Scientific Publishing.