Assistant Professor of Education
PhD, University of Pennsylvania
K-12 Education Policy
K-12 education policy; common core standards; assessment policy; alignment among instruction, standards and assessments; and the measurement of classroom instruction.
American Educational Research Association Institute on Statistical Analysis for Education Policy: Mathematics Education and Equity (2012)
IES Summer Training Institute on Cluster-Randomized Trials (2010)
Dr. Morgan Polikoff is an Assistant Professor of Education here at Rossier. His areas of expertise include K-12 education policy; Common Core standards; assessment policy; alignment among instruction, standards and assessments; and the measurement of classroom instruction.
Polikoff’s work employs quantitative methods to address questions relating to the design and effects of standards, assessment, and accountability policies. Recent work has investigated teachers' instructional responses to content standards and critiqued the design of school and teacher accountability systems. Ongoing work focuses on the ways textbooks and assessments influence implementation of the Common Core standards in the classroom. His work has been published in American Educational Research Journal, Educational Evaluation and Policy Analysis, and Educational Researcher, among other journals. He is on the editorial boards for Educational Administration Quarterly and Educational Evaluation and Policy Analysis. His recent funded research has been supported by the National Institutes of Health and the Smith Richardson Foundation.
Polikoff received his doctorate from the University of Pennsylvania’s Graduate School of Education in 2010 with a focus on Education Policy and his Bachelors in Mathematics and Secondary Education from the University of Illinois at Urbana-Champaign in 2006.
Professor Polikoff's work has three main strands. The first strand is on teachers' instructional responses to standards, assessment, and accountability policies. The second strand is on the design of accountability policies to maximize their positive effects and minimize their negative unintended consequences. The third strand is on the measurement of effective, aligned instruction.
Honors and Awards:
- Educational Evaluation and Policy Analysis Outstanding Reviewer (2012)
- Thomas B. Fordham Foundation / American Enterprise Institute Emerging Education Policy Scholar (2012-2013)
- American Educational Research Association Division L Outstanding Dissertation Award (2011)
- EDPA 719: The Policies and Politics of Educational Governance
- EDPT 652: Multiple Regression
- EDUC 522: Challenges in Urban Education: Accountability
- EDUC 599: Hierarchical Linear Modeling
Mattel Foundation, "Innovative STEM Curriculum Using Hot Wheels," Co-Principal Investigator (Principal Investigators Gale Sinatra & Julie Marsh), 2013-2014, $230,000.
Smith Richardson Foundation, "Making Standards-Based Reform Work: Textbook Alignment and the Common Core," Principal Investigator, 2013, $124,132
National Institute of Child Health and Human Development R03, “Teacher Practice and Peer Conduct: Classroom Effects on Outcomes for Special Needs Students,” co-Principal Investigator (Principal Investigator: Michael Gottfried), 2012-2014, $161,100
Bill and Melinda Gates Foundation, “Combining Multiple Measures of Teacher Effectiveness When Assessments Differ in Their Sensitivity to Instruction,” Principal Investigator, 2012-2013, $31,000
University of Southern California Advancing Scholarship in the Humanities and Social Sciences, “Content and Instructional Strategies for Students with Special Needs,” Principal Investigator, 2011-2012, $20,000
- Polikoff, M. S., & Wrabel, S. L. (Spring 2013). When is 100% not 100%? The use of safe harbor to make Adequate Yearly Progress. Education Finance and Policy, 8(2), 251-270.
- Polikoff, M. S. (May/June 2013). Teacher education, experience, and the practice of aligned instruction. Journal of Teacher Education, 64(3), 212-225.
- Polikoff, M. S. (December 2012). The redundancy of mathematics instruction in U.S. elementary and middle schools. Elementary School Journal, 113(2), 230-251.
- McEachin, A., & Polikoff, M. S. (October 2012). We are the 5%: Which schools would be held accountable under a proposed revision of the Elementary and Secondary Education Act? Educational Researcher, 41(7), 243-251.
- Polikoff, M. S. (September 2012). The association of state policy attributes with teachers’ instructional alignment. Educational Evaluation and Policy Analysis, 34(3), 278-294.
- Polikoff, M. S. (May 2012). Instructional alignment under No Child Left Behind. American Journal of Education, 118(3), 341-368.
- Polikoff, M. S. (Winter 2010). Instructional sensitivity as a psychometric property of assessments. Educational Measurement: Issues and Practice, 29(4), 3-14.