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DTSTART;TZID=America/New_York:20250128T150000
DTEND;TZID=America/New_York:20250415T170000
DTSTAMP:20260501T143933
CREATED:20241119T161309Z
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UID:6543-1738076400-1744736400@wheelockpolicycenter.org
SUMMARY:Spring 2025 Ed Policy Seminar Series
DESCRIPTION:WHEELOCK EDUCATIONAL POLICY CENTER SPRING SEMINAR 2025\n			\n				\n				\n				\n				\n				Boston University’s Department of Educational Leadership and Policy Studies and The Wheelock Educational Policy Center are excited to host three leading scholars this spring for a Ed Policy Seminar Series. Given growing interest in our local community and increased prominence of presenters\, we’re happy to open this speaker series to individuals outside of the BU faculty and students typically in attendance. \nAll are welcome. The seminar series is geared towards an academic audience and will include detailed and technical discussion about methods used in the research\, in addition to the policy context and implications. \nRegister for one or all. Events are in-person. Reception to follow. Space is limited\, please RSVP. \nIf you require parking or other logistics support\, please email the Wheelock Policy team. \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				REGISTER NOW\n			\n			\n				\n				\n				\n				\n			\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				Constance Lindsay (University of North Carolina): Tuesday\, January 28th\, 3:00pm - 4:30pm\n				 Bio: Constance Lindsay earned a doctorate in human development and social policy from Northwestern University\, where she was an Institute of Education Sciences’ predoctoral fellow. Since leaving Northwestern\, Lindsay has worked in education policy in various contexts\, applying her research training in traditional studies and in creating and evaluating new systems and policies regarding teachers. Lindsay’s areas of expertise include teacher quality and diversity\, analyzing and closing racial achievement gaps\, and adolescent development. Her work has been published in such journals as Educational Evaluation and Policy Analysis and Social Science Research. Lindsay received a bachelor’s degree in economics from Duke University and master’s degree in public policy from Georgetown University. Before doctoral study at Northwestern\, she was a Presidential Management Fellow at the US Department of Education. Constance Lindsay’s research focuses on policies and practices to close racial achievement gaps in education. Currently\, her main focus is on teacher diversity and how to obtain a high quality\, diverse educator workforce. \nTopic: How Teachers Learn Racial Competency: Through Peers and in Context \nAbstract: The US teaching force remains disproportionately white while the student body grows more diverse. It is therefore important to understand how and under what conditions white teachers learn racial competency. This study applies a mixed-methods approach investigate the hypothesis that Black peers improve white teachers’ effectiveness when teaching Black students. The quantitative portion of this study relies on longitudinal data from North Carolina to show that having a Black same-grade peer significantly improves the achievement and reduces the suspension rates of white teachers’ Black students. These effects are persistent over time and largest for novice teachers\, which suggests that the mechanism at play is peer learning. Qualitative evidence from open-ended interviews of North Carolina public school teachers reaffirms these findings\, and uncovers sources of learning for teachers and contextual factors that moderate these findings. \n			\n				\n				\n				\n				\n				Mark Chin (Vanderbilt University): Tuesday\, April 15th\, 3:00pm - 4:30pm\n				I am an Assistant Professor of Education Policy and Inequality in the Department of Leadership\, Policy\, and Organizations at Vanderbilt University’s Peabody College. \nI study how public education in the U.S. can help combat racial and socioeconomic inequality. In my research\, I draw on the economics of education\, psychology\, and sociology literatures and use rigorous quantitative methodology to identify the causal impacts of different policies\, programs\, and interventions in schools on students’ outcomes. My current projects focus on school integration\, school choice\, racial bias in education\, and how schools support the development of antiracist youth.  \nI received my Ph.D. in Education with a concentration in Education Policy and Program Evaluation from Harvard University in 2022. 
URL:https://wheelockpolicycenter.org/event/spring-2025-ed-policy-seminar-series/
LOCATION:610 Commonwealth Avenue Room 101 Boston\, MA 02215\, 610 Commonwealth Avenue Room 101\, Boston\, MA\, 02215\, United States
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DTSTART;TZID=America/New_York:20251104T150000
DTEND;TZID=America/New_York:20251210T170000
DTSTAMP:20260501T143934
CREATED:20250910T200029Z
LAST-MODIFIED:20250910T200146Z
UID:6813-1762268400-1765386000@wheelockpolicycenter.org
SUMMARY:Education Policy Seminar Fall 2025 Series
DESCRIPTION:WHEELOCK EDUCATIONAL POLICY CENTER FALL SEMINAR 2025\n			\n				\n				\n				\n				\n				Boston University’s Department of Educational Leadership and Policy Studies and The Wheelock Educational Policy Center are excited to host three leading scholars this fall for an Ed Policy Seminar Series. Given growing interest in our local community and increased prominence of presenters\, we’re happy to open this speaker series to individuals outside of the BU faculty and students typically in attendance. \nAll are welcome. The seminar series is geared towards an academic audience and will include detailed and technical discussion about methods used in the research\, in addition to the policy context and implications. \nRegister for one or all. Events are in-person. Reception to follow. Space is limited\, please RSVP. \nIf you require parking or other logistics support\, please email the Wheelock Policy team. \n			\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				REGISTER NOW\n			\n			\n				\n				\n				\n				\n			\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				Briana Ballis (University of California\, Merced): Tuesday\, November 4th\, 2025 @ 3pm - 4:30pm\n				Time: 3:00pm – 4:30pm \nLocation: BU Computing & Data Sciences (CDS) Building\, Room 1646 \nBio: Briana Ballis is an Assistant Professor of Economics at UC Merced\, and an affiliate of the Inequality\, Measurement\, Interpretation and Policy network of the Human Capital and Economic Opportunity Global Working Group (HCEO). Her areas of interest include labor economics\, public economics\, and the economics of education. Her research has focused on special education\, the spillover effects of DACA\, and the long-run impacts of the social safety net. Her work has been funded by the National Science Foundation (NSF)\, the American Educational Research Association (AERA)\, and the Social Security Administration (via Mathematica). Prior to joining UC Merced\, she received her PhD from UC Davis in 2020\, received her BA/MA from Boston University in 2011\, and was a research analyst at RTI international between 2011 and 2014. \nTopic & Abstract: TBA \n			\n				\n				\n				\n				\n				David Houston (George Mason University): Tuesday\, November 18th\, 2025 @ 3pm - 4:30pm\n				Time: 3:00pm – 4:30pm \nLocation: Location: BU Computing & Data Sciences (CDS) Building\, Room 1646 \nBio: David M. Houston is an Assistant Professor of Education in the College of Education and Human Development at George Mason University. He is also the academic program coordinator of the Education Policy program\, the director of EdPolicyForward: The Center for Education Policy\, and a university affiliate faculty in the Schar School of Policy and Government. Prof. Houston studies K-12 education politics\, governance\, and public opinion. His research has appeared in academic outlets such as the American Educational Research Journal\, Educational Evaluation and Policy Analysis\, and the Harvard Educational Review. It has also been featured in media outlets such as Chalkbeat\, Education Week\, The 74 Million\, and Vox. This work has been supported by the Fordham Institute\, the Hewlett Foundation\, the Spencer Foundation\, the Russell Sage Foundation\, the Wallace Foundation\, and the W. T. Grant Foundation. Prior to his position at Mason\, he was a postdoctoral research fellow at the Harvard Kennedy School. He earned his Ph.D. in Politics and Education from Columbia University\, where he studied in both the Department of Education Policy and Social Analysis at Teachers College and the Department of Political Science in the Graduate School of Arts and Science. Before pursuing his doctorate\, he taught first and second grade in New York City. \nTopic & Abstract: TBA \n			\n				\n				\n				\n				\n				Christina Weiland (University of Michigan): Wednesday\, December 10th\, 2025 @ 3pm - 4:30pm\n				Time: 3:00pm – 4:30pm \nLocation: Location: BU Computing & Data Sciences (CDS) Building\, Room 1646 \nBio: Christina Weiland is a professor at the Marsal Family School of Education at the University of Michigan and (by courtesy) the Ford School of Public Policy\, where she is affiliated with the Educational Studies department and the Combined Program in Psychology and Education program. She serves as co-Director of the Education Policy Initiative at the Ford School of Public Policy and as Director of the University of Michigan’s Predoctoral Training Program in Causal Inference in Education Policy Research. She is also a Senior Research Fellow at the Learning Policy Institute and a Non-Resident Fellow at the Urban Institute. Dr. Weiland’s research focuses on the effects of early childhood interventions and public policies on children’s development\, especially on children from families with low-incomes. She is particularly interested in the active ingredients that drive children’s gains in successful\, at-scale public preschool programs. She is also interested in quantitative research methods\, educational measurement\, and developmental processes research. Her work is characterized by strong\, long-standing research collaborations with practitioners\, particularly the Boston Public Schools Department of Early Childhood. \nTopic & Abstract: TBA
URL:https://wheelockpolicycenter.org/event/education-policy-seminar-fall-2025-series/
LOCATION:BU Faculty of Computing & Data Sciences (CDS)\, 665 Commonwealth Avenue\, Boston\, 02215\, United States
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DTSTART;VALUE=DATE:20260319
DTEND;VALUE=DATE:20260322
DTSTAMP:20260501T143934
CREATED:20250306T044333Z
LAST-MODIFIED:20260317T164042Z
UID:6653-1773878400-1774137599@wheelockpolicycenter.org
SUMMARY:Association for Education Finance & Policy - 51st Annual Conference
DESCRIPTION:WEPC is attending this year’s Association for Education Finance and Policy (AEFP) 2026 Conference in Chicago. This conference brings together researchers\, students\, policymakers\, practitioners\, and others interested in education policy to share and learn about research spanning from early childhood education to long-term postsecondary outcomes. This year\, WEPC faculty and students will be presenting more than 15 papers\, chairing 3 sessions and hosting one of the can’t miss Policy Dialogue blocks. Get details on WEPC-specific sessions and be sure to join us or follow along on socials!
URL:https://wheelockpolicycenter.org/event/association-for-education-finance-policy-51st-annual-conference/
LOCATION:Swissotel\, Chicago\, 323 East Upper Wacker Drive\, Chicago\, IL\, 60601\, United States
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