Julie Marsh

 Professor of Education Policy, Rossier School of Education

Background

Dr. Julie Marsh is a Professor of Education Policy at the Rossier School of Education and Sol Price School of Public Policy at the University of Southern California, Faculty Director of Policy Analysis for California Education (PACE) at USC. Marsh specializes in research on K-12 policy and governance, blending perspectives in education, sociology, and political science. Her work has focused on accountability and instructional policy, with particular attention to the process and politics of adoption and implementation, and the ways in which policies advance or inhibit equity and shape practice in urban settings. This has included studies of the No Child Left Behind (NCLB) Act and NCLB-waiver systems, school turnaround, teacher evaluation policy, literacy coaches, and math and science curricular reforms. One cross-cutting focus of this work relates to how teachers and administrators use data to inform their practice. A second major strand of her research examines educational governance and efforts to decentralize and democratize decision-making. These studies investigate school boards, school choice policy, participatory reforms calling for stakeholder engagement, efforts to provide greater local control over school finance, and “portfolio” reforms that diversify management of school operations.

Publications

Julie Marsh

  • Research Reports    

School Finance Systems and Their Responsiveness to Performance Pressures: A Case Study of North Carolina

Janet S. Hansen, Gina S. Ikemoto, Julie Marsh, Heather Barney

New accountability systems require that states and districts accomplish something never accomplished before—ensuring that all students meet state standards. This report explores how these expectations have altered resource decisions in North Carolina.

  • Research Reports    

School Finance Systems and Their Responsiveness to Performance Pressures: A Case Study of Texas

Janet S. Hansen, Julie Marsh, Gina S. Ikemoto, Heather Barney

New accountability systems require that states and districts accomplish something never accomplished before—ensuring that all students meet state standards. This report explores how these expectations have altered resource decisions in Texas.

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