Dean of the Graduate School of Education and Professor
Counseling, School, and Educational Psychology
Educational Leadership and Policy
- education accountability policy and high-stakes testing
- P-16 education pathways and school interventions
- educational equity and achievement gaps
- international and comparative education
- quantitative research methods--hierarchical linear modeling (HLM)
- educational assessment
- educational policy analysis
- international and comparative education
- Ph.D., Education, University of Chicago
- M.A., B.A., Education, Yonsei University
Professional and Research Interests
- Educational Policy Analysis and Program Evaluation
- Educational Equity and Achievement Gaps
- Educational Accountability and High-stakes Testing
- Comparative and International Education
- Secondary Analysis of Large-scale National Education Databases
- Quantitative Research Design, Measurement and Statistical Methods; Hierarchical Linear Modeling (HLM) and Item Response Theory (IRT)
National Awards and Honors
Fellow of the American Educational Research Association (AERA), 2013
American Educational Research Association Early Career Award, 2007
Fellow of Center for Advanced Study in the Behavioral Sciences (CASBS), Stanford University, 2009–10
Fellow of National Education Policy Center (NEPC), University of Colorado at Boulder, 2007–Present
UB Regional Institute Fellow, 2007–2008
Marquis Who's Who in America, 2007 -; Marquis Who's Who in the World, 2008 -
National Academy of Education/Spencer Postdoctoral Fellowship, 1999 - 2001
American Educational Finance Association/National Center for Education Statistics New Scholars Award, 1996 - 1997
American Educational Research Association Dissertation Grant, 1995 - 1996
Korea Foundation for Advanced Studies Doctoral Fellowship, 1992 - 1997
Editorial Board Member and Former Associate Editor, American Educational Research Journal (Social and Institutional Analysis Section)
Editorial Board Member, Education Policy Analysis Archives (http://epaa.asu.edu)
Editorial Board Member and Former Guest Editor, Korea Education Development Institute (KEDI) Journal of Educational Policy (http://eng.kedi.re.kr)
Advisory Editor, Asia Pacific Education Review (http://www.springer.com/education+&+language/journal/12564)
Editorial Board Member, Journal of Research in Rural Education (http://www.jrre.psu.edu)
My current fields of scholarly work encompass educational policy analysis, international and comparative education, and quantitative research methods. My research interests focus on the design and evaluation of educational policies and school interventions for improving academic excellence and equity and closing achievement gaps among racial and social groups of students. A major part of my research agenda is to conduct empirical analysis of the effects of education policy such as NCLB high-stakes testing on student achievement. Because my research is drawn predominantly from large-scale national databases, it holds particularly strong potential for school improvement across the U.S. However, the scope of my research goes beyond the U.S. to address increasing global challenges of realizing potential for all students. I have conducted comparative studies of American vs. Asian (South Korea in particular) education issues from international perspectives.
My most recent book, The Anatomy of Achievement Gaps, offers a critical analysis of underachievement problems in American education from interdisciplinary, international, and systems perspectives. The book has several aims: to build a new model of achievement gap research and policy; to provide evidence on the state and alterability of achievement gaps; to synthesize separate lines of domestic and international achievement gap research; and to evaluate and inform American P-16 (pre-school through college) education policies. In light of socioeconomic changes and educational paradigm shifts, my work extends the scope of analysis from a K-12 to a P-16 education pipeline and from domestic racial/social groups to international groups, with focus on the case of South Korea. Through multilevel and longitudinal analyses of U.S. national and international datasets, The Anatomy of Achievement Gaps provides new evidence on the status and trends of achievement gaps, causes of these gaps, and the effects of policy interventions. In an effort to evaluate the nation's strengths and weaknesses across the P-16 education pipeline, it draws upon a wide range of educational data sources and indicators. Featuring cross-cultural perspectives beyond the U.S., it reframes achievement gap and educational accountability issues.
Lee, J. (2016). The Anatomy of Achievement Gaps: Why and How American Education is Losing (but can still Win) the War on Underachievement. New York: Oxford University Press. Available: https://global.oup.com/academic/product/the-anatomy-of-achievement-gaps-9780190217648?cc=us&lang=en&#
Lee, J. (2007). The Testing Gap: Scientific Trials of Test-Driven School Accountability Systems for Excellence and Equity. Charlotte, NC: Information Age Publishing. Available: http://www.infoagepub.com/products/The-Testing-Gap
Lee, J. (Ed.) (2007). How National Data Help Tackle the Achievement Gap. Buffalo, NY: GSE Publications/SUNY Press. Available: http://www.gse.buffalo.edu/faculty/publications
Lee, J. (2015). Educational Testing: Measuring and Remedying Achievement Gaps. In R. Scott & S. Kosslyn (Eds.) Emerging Trends in the Social and Behavioral Sciences. Hoboken, NJ: John Wiley and Sons.
Liu, X., & Lee, J. (2013). Racial and Socioeconomic Gaps in Social Skills Development: A Longitudinal Study of K-5 Children’s Growth Trajectories and the Effects of Parents and Schools. (pp. 191-218) In G. Sunderman (Ed.) Charting Reform, Achieving Equity in a Diverse Nation. Charlotte, NC: Information Age Publishing.
Lee, J. & Lee, Y.S. (2013). Effects of testing. (pp. 416-418) In Hattie, J. & Anderman, E. (Eds.) International Guide to Student Achievement. New York: Routledge..
Lee, J. (2010). Are Private High Schools Better Academically than Public High Schools? In Welner, K. G., Hinchey, P., Molnar, A., & Weitzman, D. (Eds.) Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public. Greenwich, CT: Information Age Publishing.
Lee, J. (2008). Asian Americans and the Gender Gap in Science and Technology. (pp. 72-83). In M. Wyer, M. Barbercheck, D. Cookmeyer, H. Ozturk, & M. Wayne (Eds.) Women, Science, and Technology (2nd Edition). New York: Routledge.
Lee, J. (2008). Two Takes on the Impact of NCLB: Tracking Statewide Proficiency Trends through NAEP vs. State Assessment. (pp. 75-89). In G. L. Sunderman (Ed.). The NCLB Challenge: Achieving Accountability, Equity and School Reform. Thousand Oaks, CA: Corwin Press.
Lee, J. (2007). Can Reducing School Segregation Close the Achievement Gap? (pp. 74-97). In E. Frankenberg & G. Orfield (Eds.). Lessons in Integration: Realizing the Promise of Racial Diversity in America's Schools. Charlottesville, VA: University of Virginia Press.
Lee, J. (2007). Revisiting the impact of high stakes testing on student outcomes from an international perspective. In L.Deretchin & C. Craig (Eds.), Teacher education yearbook XV (pp.65-82). Lanham, MD: Rowman & Littlefield Education.
Lee, J. (2005). Asian-American Gender Gap in Science and Technology: Tracking Male vs. Female College Students' Paths toward Academic Careers. In G. Li & G. Beckett (Eds.). "Strangers" of the Academy: Asian Female Scholars in Higher Education. (pp. 15-36). Sterling, VA: Stylus Publishing, LLC.
Lee, J. (2003). Comment on David Baker's Paper: Should We Be More Like Them? Reflections on Causes of Cross-national High School Achievement Differences and Implications for American Educational Reform Policy. In D. Ravitch (Ed.). Brookings Papers on Education Policy. (pp. 326-331). Washington DC: Brookings Institution.
Lee, J. (2002). Understanding Differences between Rural and Nonrural Schools Impacting Student Achievement: Implications for Title I Programs and Assessments. In K. K. Wong & M. C. Wang & (Eds.). Accountability and Efficiency in Title I Schoolwide Reform. (pp. 291-310). Greenwitch, CT: Information Age Publishing.
Lee, J. & D. Park (2014). Do American and Korean education systems converge? Tracking school reform policies and outcomes in Korea and the USA.Asia Pacific Education Review, 15(3), 391-399.
Lee, J., Liu, X., Amo, L., & Wang, W. (2014). Multilevel Linkages between State Standards, Teacher Standards, and Student Achievement: Testing External vs. Internal Standards-based Education Models. Educational Policy, 28(6), 780-811.
Lee, J., Shin, H., & Amo, L. (2013). Evaluating the Impact of NCLB School Interventions in New York State: Does One Size Fit All? Education Policy Analysis Archives [Online], 21(67). Available: http://epaa.asu.edu/ojs/article/view/1122.
Lee, J. (2012). College for All: Gaps between Desirable and Actual P-12 Math Achievement Trajectories for College Readiness. Educational Researcher, 41(2), 43-55.
Lee, J., & Reeves, T. (2012). Revisiting the Impact of NCLB High-stakes School Accountability, Capacity and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends. Educational Evaluation and Policy Analysis, 34(2), 209-231.
Lee, J. (2012). Educational Equity and Adequacy for Disadvantaged Minority Students: School and Teacher Resource Gaps toward National Math Proficiency Standard. Journal of Educational Research, 105(1), 64-75.
Lee, J. (2011). Making Educational Accountability System Work for Equity: Learning from the U.S. Experiences and Studies. Education Comparée, 5, 17-34.
Lee, J. & Fish, R. (2010). International and Interstate Gaps in Value-added Math Achievement: Multilevel Instrumental Variable Analysis of Age Effect and Grade Effect. American Journal of Education,117, 109-137.
Lee, J. (2010). Tripartite Growth Trajectories of Reading and Math Achievement: Tracking National Academic Progress at Primary, Middle and High School Levels. American Educational Research Journal,47(4), 800-832.
Lee, J. (2010). Trick or Treat? New Ecology of Education Accountability System in the United States.Journal of Education Policy, 25(1), 73-93.
Lee, J. (2010). Dual Standards of School Performance and Funding? Empirical Searches of School Funding Adequacy in Kentucky and Maine.Education Economics., 18(2), 131-151.
Lee, J. (2008). Is Test-driven External Accountability Effective? Synthesizing the Evidence from Cross-State Causal-Comparative and Correlational Studies.Review of Educational Research, 78(3), 608-644.
Lee, J. (2007). Do National and State Assessments Converge for Educational Accountability? A Meta-Analytic Synthesis of Multiple Measures in Maine and Kentucky.Applied Measurement in Education, 20(2), 171-203.
Lee, J. (2007). Two Worlds of Private Tutoring: After-School Mathematics Tutoring as Individual and Collective Choices in Korea and the U.S. Teachers College Record, 109(5)1207-1234.
Lee, J. (2006). Input-guarantee vs. Performance-guarantee Approaches to School Accountability: Cross-State Comparisons of Policies, Resources, and Outcomes. Peabody Journal of Education, 81(4), 43-64.
Lee, J., & Wong, K. K. (2004). The Impact of Accountability on Racial and Socioeconomic Equity: Considering both School Resources and Achievement Outcomes. American Educational Research Journal, 41(4), 797-832.
Lee, J. (2004). Multiple Facets of Inequity in Racial and Ethnic Achievement Gaps. Peabody Journal of Education, 79(2), 51-73.
Lee, J. (2004). Evaluating the Effectiveness of Instructional Resource Allocation and Use: IRT and HLM Analysis of NAEP Teacher Survey and Student Assessment Data. Studies in Educational Evaluation, 30, 175-199.
Lee, J. (2002). Racial and Ethnic Achievement Gap Trends: Reversing the Progress toward Equity? Educational Researcher, 31(1), 3-12.
Lee, J. (2001). School Reform Initiatives as Balancing Acts: Policy Variation and Educational Convergence among Japan, Korea, England and the United States. Educational Policy Analysis Archives [Online], 9(13). Available: http://epaa.asu.edu/ojs/article/view/342
Lee, J. (1998). State Policy Correlates of the Achievement Gap among Racial and Social Groups. Studies in Educational Evaluation, 24, 137-152.
Lee, J. (1997). State Activism in Education Reform: Applying the Rasch Model to Measure Trends and Examine Policy Coherence. Educational Evaluation and Policy Analysis, 19, 29-43.
Kim, Y., Lee, J. et al. (2010). A study on the trend in achievement gap and measures against it. Seoul, Korea: Korea Education Development Institute (RR 2010-2). Available: http://www.kedi.re.kr
Lee, J. (2006). Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Trends. Cambridge, MA: The Civil Rights Project at Harvard University. Available: http://www.civilrightsproject.ucla.edu
Lee, J. (2001). Interstate Variations in Rural Student Achievement and Schooling Conditions. ERIC Clearinghouse on Rural Education and Small Schools. ERIC Digest, December 2001. Available: http://www.eric.ed.gov
Lee, J. (2011). Review of “Confronting the shadow education system: what government policies for what private tutoring?” International Journal of Education Development, 31, 560.
Lee, J. (2010). Review of “Stuck Schools: A framework for identifying schools where students need change—now.” Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Available: http://epicpolicy.org/thinktank/review-stuck-schools
Lee, J. (2007). Review of "Are Private High Schools Better Academically Than Public High Schools?" and "Monopoly Versus Markets: The Empirical Evidence on Private Schools and School Choice." Tempe, AZ & Boulder, CO: EPRU and EPIC. Available: http://epsl.asu.edu/epru/ttreviews/EPSL-0709-241-EPRU.pdf
Lee, J. (2006). Generational Change: Closing the Achievement Gap. Teachers College Record [Online]. Available: http://www.tcrecord.org
Co-Principal Investigator, Association for Institutional Research. High school pathways to postsecondary education destinations (2011–2012)
Principal Investigator, U.S. Department of Education, Research on Statistical and Research Methodology in Education Grant (2009–2011)
Principal Investigator, U.S. Department of Education, National Assessment of Educational Progress (NAEP) Secondary Analysis Research Grant (2005–2007)
Co-Principal Investigator, U.S. Department of Education, Interagency Educational Research Initiative (IERI) Grant (2005–2010)
Principal Investigator, Harvard University Civil Rights Project/Southern Poverty Law Center, Racial Achievement Gap Research Grant (2004–2005)
Co-Principal Investigator, U.S. Department of Education, Reading Comprehension Research Grant (2004–2007)
Principal Investigator, National Science Foundation, Statewide Systemic Initiatives Research Grant (1999–2002)
Principal Investigator, U.S. Department of Education, NAEP Secondary Analysis Research Grant (1998–1999)
Principal Investigator, American Educational Research Association, Research Grant (1997–1999)