Assistant Professor of Public Policy and Education, Peabody College of Education and Human Development, Vanderbilt University

Jason A. Grissom studies the policy, politics, and governance dimensions of K-12 education. He is particularly interested in identifying the impacts of school and district leaders on teacher and student outcomes. He has published widely in education, public administration, and political science, with articles appearing in such outlets as American Educational Research Journal, American Journal of Education, Educational Evaluation and Policy Analysis, Journal of Policy Analysis and Management, Journal of Politics, Journal of Public Administration Research and Theory, Public Administration Review, and Teachers College Record. Currently, he is principal investigator on an Institute of Education Sciences-funded, longitudinal study of school leader effectiveness in four large, urban districts. Other current research explores the causes and consequences of administrator turnover, educator evaluation, the uses of educator effectiveness data to make human capital decisions in schools and districts, and school board decision-making.

Professor Grissom holds a Masters degree in Education and a PhD in Political Economics from Stanford University.


Recent Media Mentions

“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)