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Strategies for Elevating the Public and Professional Regard of the Ed.D.
Peabody Journal of Education, Vol. 84, No. 1
James W. Guthrie Peabody College of Vanderbilt University
David D. Marsh University of Southern California
A nationwide strategy for improving Ed.D. programs is needed to overcome two important dilemmas that are typical in schools of education: low academic status for Ed.D. programs and an over-reliance on tuition as a source of revenue. Other major hindrances are the lack of agreement about research-based standards, a weak alignment with other elements of educational reform, and fuzzy accreditation standards. The authors then discuss two broad strategies for reversing the downward spiral in educational leadership programs: a compact among elite schools of education to improve their Ed.D. programs and a National Academy of Educational Leadership. For both strategies, the authors explore lessons from a range of analogies drawn from experience both in the United States and internationally.
ABOUT THE AUTHORS
James W. Guthrie is a professor of public policy and education, chair of the Department of Leadership, Policy, and Organizations, and director of the Peabody Center for Education Policy at Peabody College of Vanderbilt University. He instructs both undergraduate and graduate courses, and conducts research on education policy and finance. Professor Guthrie is founder and chairman of the board of Management Analysis & Planning, Inc. (MAP), a private sector management consulting firm specializing in public finance and litigation support. He is the author or co-author of 14 books, and more than 200 professional and scholarly articles. He is past president of the American Education Finance Association, served as editor-in-chief of the Encyclopedia of American Education, published in 2002, and is series editor of the ten-volume Peabody Education Leadership Series. He is principal investigator for the National Center on Performance Incentives at Vanderbilt University, a federally funded research center concentrating on educator performance incentives. Previously a professor at the University of California, Berkeley for 27 years, he holds a B.A., M.A., and Ph.D. from Stanford University, and undertook postdoctoral study in public finance at Harvard. He also was a postdoctoral fellow at Oxford Brookes College, Oxford, England, and the Irving R. Melbo Visiting Professor at the University of Southern California.
David D. Marsh served as Associate Dean for Academic Programs in the Rossier School of Education at the University of Southern California at the time of the design and early implementation of the Ed.D. program. He also has been professor and the Robert A. Naslund Chair of Curriculum and Instruction in the school. His research writing has recently focused on three topics: the professional doctorate in education, the reform of American high schools where he is completing a second book on high school reform, and the reform of urban education systems. He is completing a major grant from the Broad Foundation to study how superintendents in urban schools systems work to enhance student achievement. He has also served as an advisor to the Carnegie Initiative on the improvement of the professional doctorate in education (the CPED project). He has three degrees from UW-Madison: an undergraduate degree that included a junior year in India, an MAT in history-education that led to high school teaching, and a Ph.D. in Curriculum and Instruction. He received the Outstanding Alumni Award from the School of Education at UW-Madison.