The UC Davis School of Education offers two MA tracks: Education Policy MA and Credential/MA. The Credential/MA track integrates the Teacher Credential and MA programs and is intended for students who want to first earn their teaching credential. For more information on this option, please visit our Credential/MA pages. The following information pertains only to our MA in Education Policy.
Cassandra Hart is assistant professor of education policy. She studies the effects of state and national education policies on overall student achievement, and on the equality of student outcomes. Hart’s recent work has focused on school choice programs, school accountability policies, and early childhood education policies. She is also interested in the effects of virtual schooling on student outcomes, both in K-12 and post-secondary settings.
Hart received her PhD from the School of Education and Social Policy at Northwestern University in 2011.
Michal Kurlaender investigates students’ educational pathways, in particular K-12 and postsecondary alignment, and access to and success in postsecondary schooling. She has expertise on alternative pathways to college and college readiness at both community colleges and four-year colleges and universities. In addition to working with national data, Kurlaender works closely with administrative data from all three of California’s public higher education sectors–the University of California, the California State University and the California Community College systems.
Office hours: Fall 2014 Quarter–By Appointment Only
Gloria Rodriguez’s current research explore notions of educational investment that reflect efforts to build upon community strengths in order to address community needs within and beyond educational settings. Dr. Rodriguez also engages in research and campus activities that focus on the educational conditions and trajectories of Chicana/o-Latina/o communities, other communities of color, and low-income populations in the U.S.
To paraphrase Dostoevsky, the quality of a society should be measured by the quality of its schools, particularly the quality of its schools educating the most disadvantaged children.
Thomas Timar’s areas of expertise include education finance, policy, and governance. In addition to his faculty responsibilities, he is also director of the UC Davis Center for Applied Policy in Education (CAP-Ed) and a member of the steering committee for Policy Analysis for California Education (PACE).
Megan Welsh joined the School in July 2014 as an assistant professor in educational assessment and measurement. Since 2008, she was an assistant professor at the University of Connecticut. Her primary areas of research include test validity analysis, the use of assessment as an educational reform lever, grading, and evaluation of educational programs.