Jeremy Finn

SUNY Distinguished Professor

Counseling, School, and Educational Psychology

Educational Leadership and Policy

 422 Baldy Hall
 (716) 645-1126
  (716) 645-6616
 finn@buffalo.edu


School organization and class size
Student engagement, disengagement, and dropping out
Students at risk
Using quantitative methods to study policy issues.
Statistics and quantitative methods
Educational policy issues such as dropout prevention

Jump to Publications

Educational Background

  • M. A. and Ph.D., University of Chicago

Professional and Research Interests

  • Class Size
  • School Misbehavior
  • Students at Risk and Educational Resilience
  • Multivariate Analysis

Dr. Finn is an internationally known scholar, especially due to his extensive work on quantitative research methods and issues of class size, student engagement, and dropping out. He has taught at the Ontario Institute for Studies in Education and Stanford University, and has held research fellowships at the National Research Council, Educational Testing Service, and the International Association for the Evaluation of Educational Achievement.

Related Links

  • Finn, J. D. (2006). The Adult Lives of At-risk Students. (NCES report 2006-328). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. www.nces.ed.gov


Recent Publications and Presentations

Finn, J. D., & Zimmer, K. (in press). Student engagement and academic achievement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement. New York: Springer Science.

Finn, J. D., Suriani, A. E., & Achilles, C. M. (2010). Small classes in the early grades: One policy, multiple outcomes. In A. J. Reynolds, A. J. Rolnick, M. M. Englund, & J. A. Temple (Eds.), Childhood programs and practices in the first decade of life (pp. 287-308). New York: Cambridge University Press.

Finn, J. D., & Kasza, K. A. (September 2009). Disengagement from school. Presentation at New Zealand Council for Education Research Student Engagement Conferences, Auckland and Wellington, NZ.

2007

Presentations

Finn, J.D., & Fish, R.M. (2007, April). The educational sequelae of high school misbehavior. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

2006

Publications

Finn, J. D., Fox, J. D., McClellan, M., Achilles, C. M., & Boyd-Zaharias, J. (2006). Small classes in the early grades and course taking in high school. International Journal of Educational Policy and Leadership, 1(1), 1-13.

Presentations

Fish, R. M., Finn, K. V., & Finn, J. D. (April 2006). The problems schools face: High school misbehavior in 1990 and 2002. American Educational Research Association, San Francisco.

2005

Publications

Finn, J. D., Gerber, S. B., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97, 214-223.

Achilles, C. M., & Finn, J. D. (2005-1006). Class size and pupil-teacher ratio (PTR) confusion. National Forum of Applied Educational Research Journal, 18(2), 5-25.

2004

Publications

Finn, J. D., Pannozzo, G. M. (CSEP doctoral student), & Achilles, C. M. (2004). The "whys" of class size: Student behavior in small classes. Review of Educational Research, 73, 321-368.

Finn, J. D., & Pannozzo, G. M. (2004). Classroom organization and student behavior in kindergarten. Journal of Educational Research, 95(2), 79-91.

Presentations

Pannozzo, G. M., Finn, J. D., & Boyd-Zaharias, J. (April 2004). Behavioral and affective engagement in school and dropping out. American Educational Research Association, San Diego, CA.

Finn, J., Gerber, S., & Boyd-Zaharias, J. (2004, April). Small classes in the early grades, academic achievement, and dropping out of school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

2002

Chapters

Finn, J. D. (2002). Class size reduction in grades K-3. In A. Molnar (Ed.), School reform proposals: The research evidence (pp. 27-48). Greenwich, CT: Information Age Publishing.

Pannozzo, G. M., & Finn, J. D. (2002). Professional development and support needs of reduced-class-size teachers. In J. D. Finn, & M. C. Wang (Eds.), Taking small classes one step further (pp. 99-118). Greenwich, CT: Information Age Publishing.

Publications

Finn, J. D. (2002). Missing the mark. Phi Delta Kappan, 84(3), 227-229.

Finn, J. D., Gerber, S. B., & Wang, M. C. (2002). Course offerings, course requirements, and course taking in mathematics. Journal of Curriculum and Supervision, 17, 336-366.

Finn, J. D. (Ed.). (2002). Taking small classes one step further. Greenwich, CT. Infoage.

Finn, J. D. (2002, March). Small classes in American schools: Research, practice, and politics. Phi Delta Kappan, 551-560.

Achilles, C. M., Finn, J. D., & Pate-Bain, H. (2002, February). Measuring class size: Let me count the ways. Educational Leadership, 24-26.

Presentations

Finn, J. D., & (CSEP doctoral student) Gina M. Pannozzo (2002, April). Classroom organization and student behavior in kindergarten. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2002, April). Class size and student behavior: The why of small classes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Achilles, C. M., & Finn, J. D. (2002, April). Role of school and district leadership in reform: The case of validity as "mistaken identity." Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Pannozzo, G. M., & Finn, J. D. (2002, April). Preparing teachers for small classes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

2001

Publications

Kaestle, C. F., Campbell, A., Finn, J. D., Johnson, S. T., & Mikulecky, L. J., (2001). Adult literacy and education in America: Four studies based on the National Adult Literacy Survey. Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Presentations

Finn, J. D. (2001, October). Small classes in American schools: Research, practice, and politics (Keynote Address). Meeting of the Mid-Western Educational Research Association, Chicago, IL.

2000

Publications

Finn, J. D., Gerber, S. B., Achilles, C. M., & Boyd-Zaharias, J. (2000). The enduring effects of small classes. Teachers College Record.

Wang, M. C., & Finn, J. D. (Eds.). (2000). How small classes help teachers do their best. Philadelphia, PA: Temple University Center for Research in Human Development and Education.

Presentations

Pannozzo, G. M., & Finn, J. D. (2000, November). Professional development and support needs of beginning teachers. Taking Small Classes One Step Further Conference, Washington, DC.

Farber, S., & Finn, J. (2000, April). The effect of small classes on student engagement. Paper presented at the annual AERA meeting in New Orleans, LA.

Gerber, S., Finn, J., & Achilles, C. (2000, April). The impact of teacher aides in the classroom. Paper presented at the annual AERA meeting in New Orleans, LA.

Finn, J., Gerber, S., Achilles, C., & Boyd-Zaharias, J. (2000, April). Short- and long-term effects of small classes? Paper presented at the annual AERA meeting in New Orleans, LA.

Finn, J., Gerber, S., & Wang, M. (2000, April). Taking mathematics in high school: Is opportunity equal? Paper presented at the annual AERA meeting in New Orleans, LA.

Grants

3 year, $466,000 grant from the W. T. Grant Foundation. Finn, Jayne Boyd-Zaharias of HEROS, Inc. in Tennessee and Sue Gerber, "The Antecedents and Consequences of High-School 'Gateway Events.'" (September 2001 – August 2004)

1-1/2 year, $149,000 grant from the W. T. Grant Foundation. Finn, Jayne Boyd-Zaharias of HEROS, Inc. in Tennessee, “A Data Archive for Project STAR and Beyond.” (June 2005 – December 2006).

1-1/2 year, $100,000 grant from the National Center for Educational Statistics, U. S. Department of Education. Finn, “Misbehavior in School.” (June 2007 – November 2008).