Category: Faculty


Read stories related to faculty experts at UConn’s Neag School of Education.

IES Now Funding Innovative CTE Research Projects

August 30, 2017

Last year, IES funded a CTE research project under a different topic, Improving Education Systems. In this project, the University of Connecticut is examining the impact of attending a CTE-focused high school on students’ achievement, high school graduation, and college enrollment.



New Study Deepens Nation’s School Turnaround Mystery

August 17, 2017

The researchers, Shaun Dougherty and Jennie Weiner of the University of Connecticut, looked at two tiers of struggling schools in the state: “warning” and “focus” schools. Schools in both categories had to choose four changes to make. Focus schools, the lower-performing group, had to select from a prescribed list, while warning schools could also could come up with their own strategies.


Charter School Finances Raise Concerns About Future

August 14, 2017

“By [2019], rent could be taking up a very high percentage of the school’s budget,” said Preston Green III, a University of Connecticut education professor who has written extensively on charter schools. “And if so, the school is going to be cash poor. This is a problem that a number of charter schools have had to deal with. This is something that’s happening across the nation.”






Pencil filling in bubbles on standardized test.

Free Admissions Tests Help More Poor Students Go to College

July 26, 2017

Recently published research out of UConn suggests that a simple, low-cost intervention may offer an effective solution. The study by Joshua Hyman, an assistant professor of public policy at UConn and educational leadership at UConn’s Neag School of Education, looks at a policy in Michigan requiring eleventh grade students to take the ACT and compares the change in the rate of students going to college before and after implementation of the policy.


Free Admissions Tests Help More Poor Students Go to College

July 26, 2017

A study by Joshua Hyman, an assistant professor of public policy at UConn and educational leadership at UConn’s Neag School of Education, looks at a policy in Michigan requiring eleventh grade students to take the ACT and compares the change in the rate of students going to college before and after implementation of the policy.