Author

Nora Gordon

    Author Website: http://explore.georgetown.edu/people/neg24/?PageTemplateID=364


    Author Bio:
    Nora Gordon is Associate Professor of Public Policy at Georgetown University. Her research interests center around the economics of education, including fiscal federalism, desegregation and political economy. She has studied the causes and consequences of school desegregation, intergovernmental grants, school district consolidation, and the current and historical federal role in elementary and secondary education. Professor Gordon is a Research Associate of the National Bureau of Education Research. Her research has been funded by the National Science Foundation, the Spencer Foundation for Education Research, the American Educational Research Association, and the Thomas B. Fordham Institute. Previously, she was Assistant Professor of Economics at the University of California, San Diego from 2002 to 2010.


Articles

Blog Posts/Multimedia

What Works vs. What We Can Evaluate

Pushing schools to use evidence poses a real risk that school leaders will feel pressure to choose approaches that have been easier to evaluate, rather than those that are the most central to improving educational practice.

06/19/2018

Who Is in Special Education and Who Has Access to Related Services?

New Evidence From the National Survey of Children’s Health

04/09/2018

Disproportionality in Student Discipline: Connecting Policy to Research

Researchers should consider the importance of implementation research as an integral part of discipline reform program evaluation.

01/22/2018

Laptops in the Classroom: An Open and Closed Case

Do professors who study education policy allow their students to use laptops in the classroom?

12/21/2017

Race, Poverty, and Interpreting Overrepresentation in Special Education

Research shows that racial and ethnic minority students are less likely to be identified for special education than white students when you take other student characteristics into account.

09/25/2017

How State ESSA Accountability Plans Can Shine a Statistically Sound Light on More Students

Pooling data across years and grades may provide an opportunity to include students in accountability systems in cases where subgroup size is otherwise too small.

07/05/2017

The Importance of High Quality General Education for Students in Special Education

New evidence suggests that it’s possible for special education students to make large achievement gains without their traditional services in schools with high quality general education programs.

04/24/2017

What Title I Portability Would Mean for the Distribution of Federal Education Aid

Title I formulas now provide extra funds per poor student in poorer places. Under portability, this would no longer be true,

02/27/2017

Protecting and Promoting the Use of Evidence in the Regulatory Process

The regulatory process provides a unique opportunity for researchers and the public at large to engage with policy. We should take advantage of it, in any administration.

11/21/2016

What You Need to Know about ED’s Proposed Rule on Title I Supplement-Not-Supplant

Requiring that districts move closer to equal spending across schools may simply shift high-cost but less effective resources to students in need.

10/25/2016

How ED’s Proposed Supplement not Supplant Regulations Could Backfire on Equity

If these rules are put into place, districts will face several incentives at odds with helping disadvantaged students.

04/13/2016

The Best Part of NCLB Reauthorization You’ve Never Heard Of

The larger legacy of the Every Child Achieves Act may well be how it cleans up supplement not supplant, a little discussed and often misunderstood fiscal rule

04/23/2015
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