Associate Professor of Public Policy and Education, Peabody College of Education and Human Development, Vanderbilt University; Faculty Director, Tennessee Education Research Alliance; Chancellor Faculty Fellow, 2018-2020
Jason A. Grissom is Associate Professor of Public Policy and Education and (by courtesy) of Political Science at Vanderbilt University’s Peabody College. He also serves as Faculty Director of the Tennessee Education Research Alliance, a research-policy-practice partnership that produces research to inform Tennessee’s school improvement efforts. Professor Grissom’s research uses large data sets and draws on perspectives from political science, public administration, and economics to study the governance of K-12 education, including both its leadership/management and political dimensions. He is particularly interested in identifying the impacts of school and district leaders on teacher and student outcomes. He has ongoing research projects on principal effectiveness, measurement and evaluation of principal job performance, and how principals make human capital or talent management decisions in their schools.
His coauthored article on how principal time management skills influences their time use, job stress, and job performance won the 2016 A. Ross Thomas Award for best article in the Journal of Educational Administration. Professor Grissom has published numerous articles on district-level leaders as well, including school boards and superintendents, and his article on school board conflict, “Is Discord Detrimental? Using Institutional Variation to Identify the Impact of Public Governing Board Conflict on Outcomes,” won the Beryl Radin Award from the Public Management Research Association for best article published in the Journal of Public Administration Research and Theory in 2014. He also conducts research on mobility among educators, which has included numerous studies of turnover among teachers, principals, and superintendents.
Additionally, with a variety of colleagues, Professor Grissom has published a stream of articles on the concept of bureaucratic representation that investigate how the race and gender composition of the K-12 public education workforce matters for the distribution of resources and outcomes among diverse groups. A 2011 article he coauthored in the Journal of Policy Analysis and Management on how teacher-principal race congruence affects teacher job outcomes (“A Supervisor Like Me: Race, Representation, and the Satisfaction and Turnover Decisions of Public Sector Employees)” won the Wilder Award for Scholarship in Social Equity and Public Policy, co-sponsored by the National Academy of Public Administration and the L. Douglas Wilder School of Government and Public Affairs at Virginia Commonwealth University.
Grissom co-edited the 2016 book Improving Teacher Evaluation Systems: Making the Most of Multiple Measures (Teachers College Press) with Peter Youngs.
Professor Grissom is currently Co-Editor-in-Chief of Educational Researcher. He holds a Masters degree in Education and a PhD in Political Economics from Stanford University.
For more information on Dr. Grissom, please see his CV.
Recent Media Mentions
- “Districts Struggle to Hire Black Teachers. Is the Solution Hiring More Black Principals?” Education Week (link)
- “Why Struggling Schools End Up With Less Effective Principals,” Education Week (link), Chalkbeat (link)
- “Elected School Board Members Are Most Likely to Be White, Wealthy & Republican, New Study Finds,” The 74 Million (link)
- “Under Good Principals, Low-Performing Teachers Head for the Door,” Education Week (link), Brookings Brown Center Chalkboard Blog (link), Video interview (link)
- “Teachers Pair Up to Improve Practice,” Education Week (link)
“High-Stakes Testing May Push Struggling Teachers to Younger Grades, Hurting Students,” Chalkbeat (link)
- “Want Principals to Rate Teachers Honestly? Take Away the Stakes,” Education Week (link and link and link), with related blog entry at Education Next (link)
- New Research May Build Discrimination Case for Widely Used Principals Exam,” The 74 Million (link), TN Chalkbeat (link), Education Week (link)
- “Why Are There So Few Black Children in Gifted Programs?” The Atlantic (link), with related stories in U.S. News and World Report/Hechinger Report (link), NPR (link), Washington Post (link and link), Tennessean (link), TN Chalkbeat (link), Education Week (link), District Administration magazine (link), New York Times Upshot blog (link), and Atlanta Journal Constitution (link), and video discussion (YouTube), and op-ed at The Conversation (link) and The New Republic (link). Link to full study (open access). Episode of Malcolm Gladwell’s Revisionist History podcast featuring this research.
- “Possible Redemption for No Child Left Behind?” The Atlantic (link) (YouTube)
- “NCLB Not So Negative for Teachers, Study Says,” Education Week (link)
- “Study: Struggling Miami-Dade Schools Benefited from Teacher Transfers,” Miami Herald (link) (PACE blog entry)
- “Study: More Churn at the Top in Large Districts,” Education Week (link)
- “Evaluating Principals Through Test Scores: Harder Than You’d Think,” Education Week (link)
- “Teacher Raises Earlier In Career Correlates To Better Student Performance: Study,” Huffington Post (link)
- “Lower Turnover Rates, Higher Pay for Teachers Who Share Race With Principal, Study Shows,” Science Daily (link)