Michael Gottfried of UC Santa Barbara’s Gevirtz School was selected to be part of the 2014-15 Emerging Education Policy Scholars Cohort. The Thomas B. Fordham Institute and the American Enterprise Institute have joined forces to offer this unique program aimed at cultivating human capital within the education-policy sector. The Emerging Education Policy Scholars (EEPS) program brings up-and-coming scholars to Washington D.C. to meet with education-policy experts and to share and brainstorm exciting new directions for K–12 education research.
The program focuses on three over-arching goals: 1) To foster an opportunity for talented, promising scholars to connect with other scholars in their field, as well as to introduce them to key players in the education-policy arena; 2) To expand the pool of talent and ideas from which the education-policy arena currently draws; and, 3) To increase understanding of how the worlds of policy and practice intersect with scholarly research in education and related fields.
EEPS comprise a diverse, highly selective group of promising, newly minted Ph.D. scholars and Ph.D. candidates who bring to the table a keen research eye, fresh ideas, and boundless (or budding) enthusiasm for education policy. EEPS are organized into cohorts that meet twice in the span of a year – once in the summer and once in the winter. Past EEPS participants have the opportunity to present at future EEPS meetings to new cohorts.
Michael Gottfried is an Assistant Professor in the Department of Education at the Gevirtz School. Dr. Gottfried’s research focuses on the economics of education and education policy. Using the analytic tools from these disciplines, he has examined issues pertaining to peer effects, classroom context, and STEM. His research extends across the K-16 pipeline. Dr. Gottfried has published numerous articles in these areas, with multiple publications in Educational Evaluation and Policy Analysis, American Educational Research Journal, Teachers College Record, American Journal of Education, Journal of Educational Research, and Elementary School Journal, among others. He is/has been the Principal Investigator on multiple funded research grants from the National Science Foundation, National Institutes of Health (NICHD), American Educational Research Association, and the Haynes Foundation. He has won multiple scholarly awards for his research, including the Outstanding Publication in Methodology Award in both 2010 and in 2012 given by AERA Division H and the Highest Reviewed Paper Award in 2013 given by AERA SIG: School Effectiveness and School Improvement.