coe-staff: Reminder: EMPL Faculty Search Candidate Colloquium TODAY

[Jennifer McGovney]

Good Morning,

Today is the first of three colloquium presentations by candidates for Educational Methodology, Policy, and Leadership's tenure-track faculty search. Please join Channa Cook-Harvey today at 10:30am in Lokey Ed 119 for a 1-hour presentation and a 30-minute Q&A session. Coffee and snacks will be provided. Dr. Cook-Harvey's CV is attached.

Voices from the Reform - A Chronicle of Student, Parent, and Community Experiences with New Orleans Schools in the Decade after Hurricane Katrina


With a nearly 100% charter operated school system, New Orleans is a model for the market-based charter reform movement in the United States. After Hurricane Katrina, the state legislature significantly expanded the definition of a failing school thereby transferring the majority of Orleans Parish schools to the control of the state-run Recovery School District. Since 2005, the RSD has gradually turned over the daily management and oversight of public schools to independent charter operators. In the wake of such drastic changes, schools in New Orleans continue to be academically, racially, and socio-economically segregated. Based on qualitative data collected from students, parents, educators and community members and a thorough document analysis, findings suggest that a student's academic and demographic characteristics predict the range of school options available and the corresponding academic and social experiences he/she is likely to have in school. Findings also indicate that students who enter schools with lower or fewer academic skills are likely to experience a more stringent disciplinary atmosphere and a more narrow curriculum; whereas, students who enter school more academically advanced are likely to experience more intellectual and social freedoms in school. As a result, students are segregated from one another hierarchically in a form of city-wide ability tracking where schools are organized and managed in direct relation to the student population they serve thereby reproducing inequity.


Channa Cook-Harvey is a senior researcher at the Learning Policy Institute (LPI) in Palo Alto, CA where she co-leads LPI's Deeper Learning<https://learningpolicyinstitute.org/topic/deeper-learning> Team and provides leadership and support for several Deeper Learning initiatives, including California Performance Assessment Collaborative<https://learningpolicyinstitute.org/project/california-performance-assessment-collaborative> and managing the organization's Whole Child research portfolio. Cook-Harvey started out as a high school English teacher and literacy coach in the Los Angeles Unified School District. She co-founded the Sojourner Truth Academy in New Orleans, which focused on preparing students for college and community leadership. Later, she worked as a research associate at the Stanford Center for Opportunity Policy in Education, where she studied student-centered learning and social emotional learning for high school students. She mentors student teachers and teaches courses in the Stanford Teacher Education Program. Cook-Harvey holds a Ph.D. in Education, an M.A. in the Teaching of English, and a B.A. in English and African American Studies-all from Stanford University. She also holds an M.S. in Educational Leadership and Administration from Pepperdine University.


Jennifer McGovney
Administrative Program Assistant
Educational Methodology, Policy, and Leadership
102 Lokey Education
5267 University of Oregon | Eugene, OR 97403
p: 541-346-5171 | f: 541-346-5174

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