News & Commentary
A research consortium led by Dale Ballou helped the Tennessee Department of Education with a study finding that Tennessee teachers are satisfied with work conditions but feel bogged down by test prep. Read more.
Jason Grissom published a paper in the American Educational Research Journal on teacher collaborations, finding that when teachers collaborate, student achievement goes up. Read more.
Matt Springer published a paper in Economics of Education Review on the distribution and mobility of effective teachers in large urban school districts. Read more.
Ellen Goldring and Jason Grissom earned a grant of $1.6 million from IES for their study, The Development and Validation of a Diagnostic Assessment of Instructional Leadership Capacity. Read more.
Helping Principals Focus on Teaching
“Making Time for Instructional Leadership” is a new three-volume report describing how about 700 schools around the nation are using the SAM process to help principals focus on improving instruction in their classrooms by reducing the amount of time they spend on building management and day-to-day administration. Read more.
New study takes hard look at National Council on Teacher Quality s ratings of teacher prep programs
Richard Blissett, LPO Ph.D. Student selected as a UCEA Program Center Fellow
Richard Blissett has been selected as a UCEA Program Center Fellow for 2015. This summer, he will be in residence at the UCEA Joint Program Center for the Superintendency and District Governance, located at Seattle Pacific University. Richard will work with Dr. Thomas Alsbury on projects related to local school boards and districts, including survey analysis, training for local boards, and district reforms.
Jason Grissom is this year's recipient of the Beryl Radin Award for the best article published in the Journal of Public Administration Research and Theory (JPART) in 2014, for his article "Is Discord Detrimental? Using Institutional Variation to Identify the Impact of Public Governing Board Conflict on Outcomes." JPART is the top journal in the field of public administration. The study draws on original survey data Jason collected from school board members and superintendents in California to examine the connection between conflict among school board members and board and district outcomes. Read the article here.
LPO Ph.D. student Dominique Baker has been awarded a $20,000 Dissertation Proposal Grant from the Association for Institutional Research. Dominique receives this to support her dissertation research and writing on "An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making" under the guidance of her faculty dissertation advisor, Prof. Stella Flores.
The Department of Leadership, Policy, and Organizations (LPO) is among an elite few academic departments in the nation offering opportunities to study with internationally renowned faculty in K-12 and higher education administration, education policy, and Leadership and Organizational Performance.
If you are a practitioner looking to deepen your knowledge and strengthen your credentials, LPO's professional M.Ed., Ed.D., and M.P.P. programs will prepare you for leadership in any number of organizations—from K-12 schools, colleges, or universities to policy-making organizations, corporations, or non-governmental organizations.
If you desire an academic scholarly career in a college or university, the department's graduate Ph.D. programs offer widespread opportunities for study, research, presentation, and publication with faculty mentors who are recognized as among the best in their disciplines both nationally and internationally.
LPO, along with the Department of Human and Organizational Development, also serves as home to the undergraduate major (B.S.) in Human and Organizational Development, the largest undergraduate major at Vanderbilt.
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Leadership, Policy, and Organizations
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39 full-time faculty
9 secondary appointment faculty
6 full-time departmental staff
183 professional (M.Ed. and Ed.D.) students
52 full-time Ph.D. students
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