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Dr. Julie Marsh is a��Professor of Education Policy at the Rossier School of Education and��Sol Price School of Public Policy at the University of Southern California, Faculty Director of Policy Analysis for California Education (PACE) at USC. Marsh specializes in research on K-12 policy and governance, blending perspectives in education, sociology, and political science. Her work has focused on accountability and instructional policy, with particular attention to the process and politics of adoption and implementation, and the ways in which policies advance or inhibit equity and shape practice in urban settings. This has included studies of the No Child Left Behind (NCLB) Act and NCLB-waiver systems, school turnaround, teacher evaluation policy, literacy coaches, and math and science curricular reforms. One cross-cutting focus of this work relates to how teachers and administrators use data to inform their practice. A second major strand of her research examines educational governance and efforts to decentralize and democratize decision-making. These studies investigate school boards, school choice policy, participatory reforms calling for stakeholder engagement, efforts to provide greater local control over school finance, and “portfolio” reforms that diversify management of school operations.

Marsh is director of qualitative research��and co-PI of the National Center for Research on Education Access and Choice (REACH), funded by the U.S. Department of Education Institute of Education Science. This research in Colorado, Florida, Louisiana, Michigan, and Oregon - along with a recent California study of school district governance - has focused on policy and organizational responses to COVID-19 and heightened awareness around racial injustice.��She is also currently conducting several projects investigating ways to support leadership and advance democracy in divided times. Marsh was recently co-PI of a Spencer Foundation-funded study of governance reform in Los Angeles, New Orleans, and Denver. She is a founding member of the Local Control Funding Formula Research Collaborative studying the implementation of California’s finance and accountability policy. Recent publications include: “Advancing or inhibiting equity: The role of racism in the implementation of a community engagement policy” (Leadership and Policy in Schools), "Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies" (American Journal of Education), "The process and politics of educational governance change in New Orleans, Los Angeles, and Denver" (American Educational Research Journal),��"Institutional logics in Los Angeles schools: Do multiple models disrupt the grammar of schooling? (American Journal of Education),��"Civic engagement in education: Trends and tensions in California" (Education Finance and Policy), and “Evaluating Teachers in the Big Easy: How organizational context shapes policy responses in New Orleans” (Educational Evaluation and Policy Analysis).��She is also co-author of��Challenging the “One Best System”? The Portfolio Management Model and Urban School Governance (Harvard Education Press),��author of��Democratic Dilemmas: Joint Work, Education Politics, and Community��(SUNY Press),��and co-editor of��School Districts and Instructional Renewal��(Teachers College Press).�� Marsh recently completed a 4-year term as co-editor of the AERA journal Educational Evaluation and Policy Analysis.������ ��

Prior to coming to USC in July 2010, Marsh was at the RAND Corporation where she last served as Senior Policy Researcher. She received a Ph.D. in Education Administration and Policy Analysis from Stanford University, a Master’s in Public Policy from the University of California at Berkeley, and B.A. in American Studies from Stanford University.

A RAND study led by Marsh earned media attention in July 2011 when the New York Department of Education ended a bonus program as a result of its findings.����found that the New York City schoolwide performance bonus program had no effect on students’ test scores, school report cards, or the way teachers reported doing their jobs. The New York Times was among the news outlets to feature��.

Facutly Teaching Award, ������̳ School of Education (2019)

USC Faculty Mentoring Award, Mentoring Graduate Students (2018)

• Singer, J.*, Marsh, J., Menefee-Libey, D., Alonso, J.*, Bradley, D., & Tracy, H. (forthcoming). The politics of school reopening during COVID-19: A multiple case study of five urban districts in the 2020-21 School Year. Educational Administration Quarterly.
• Hall, M., Marsh, J., & Daramola, E.J.* (forthcoming). Consistency and change: District efforts to engage stakeholders over time. Teachers College Record.
• Daramola, E.J.*, Allbright, T., Marsh, J., Nelson, H.*, Kennedy, K.*, & Jabbar, H. (forthcoming). Durability and debate: How state-level policy actors frame school choice. Education Policy Analysis Archives
• Dhaliwal, T.K., Daramola, E., Alonso, J., & Marsh, J. (2021). Educators’ beliefs and perceptions of implementing restorative practices. Education and Urban Society.
• Bulkley, K.,��Marsh, J.,��Strunk, K., Harris, D., & Hashim, A.* (2020). Challenging the “one best system”? The portfolio management model and urban school governance.��Harvard Education Press.
• Marsh, J., Dahliwal, T.*, Hall, M.,* & Polikoff, M. (2020). Civic engagement in education: Trends and tensions in California. Education Finance and Policy, 15(4), 761-774.
• Marsh, J. & Kennedy, K. * (2020) Possibilities and challenges: Conditions shaping educators’ use of social-emotional learning indicators. Teachers College Record, 122(14), 1-28
• Bush-Mecenas, S. *, Marsh, J., Strunk, K.S., (2020). Guiding principals: Middle-manager coaching and human capital reform. Teachers College Record, 122(10).
• Allbirght, T.*, Marsh, J., Hall, Tobben, L, M.,* Picus, L., & Lavadenz, M. (2019). Conceptualizing equity in the implementation of California education finance reform. American Journal of Education, 125(2), 173-200.
• Marsh, J. & Hall, M.* (2018) Challenges and choices: A multidistrict analysis of statewide mandated democratic engagement.���� American Educational Research Journal,��55(2), 243-286. ��
• Huguet, A., Farrel, C., & Marsh, J. (2017). Light touch, heavy hand: Principals and data-use PLCs. Journal of Educational Administration, 55(4), 376-389.������ ��
• Marsh, J., Bush-Mecenas, S.*, & Hough, H. (2017). Learning from early adopters in the new accountability era: Insights from California’s CORE waiver districts.�� Educational Administration Quarterly, 53(3), 327-364..
• Marsh, J., Bush-Mecenas, S.*, Strunk, K.S., Huguet, A.,* & Lincove, J. (2017) Evaluating Teachers in the Big Easy: How organizational context shapes policy responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539-570.
• Marsh, J. (2016). The political dynamics of district reform: The form and fate of the Los Angeles Public School Choice Initiative. Teachers College Record, 118(9), 1-54.
• Farrell, C.* & Marsh, J. (2016). A qualitative comparative analysis of teachers’ instructional responses to data. Teaching and Teacher Education, 60, 398-412.
• Strunk, K. Marsh, J. Hashim, A,* Bush,-Mecenas S.C.* & Weinstein.* (2016). Innovation and a return to the status quo: A mixed-methods study of reconstitution through the lens of organizational learning. Educational Evaluation and Policy Analysis, 38(3), 549-577.
• Farrell, C.* & Marsh, J. (2016). Metrics matter: How properties of data shape teachers’ instructional responses. Educational Administration Quarterly, 52(3), 423-462.
• Polikoff, M., Hardaway, T., Marsh, J., & Plank, D. (2016). Who is opposed to Common Core and why? Educational Researcher, 45(4), 263-266.
• Strunk, K., Marsh, J., Duque, M.* & Bush, S.* (2016). The best laid plans: An examination of school plan quality and implementation in a school improvement initiative. Educational Administration Quarterly, 52(2), 259-309.
• Marsh, J., Farrell, C., & Bertrand, M.�� (2016). Trickle down accountability? How middle school teachers engage students in data use. ��Educational Policy. Published online August 22, 2014: DOI: 10.1177/0895904814531653
• Strunk, K. Marsh, J. Hashim, A, Bush, S.C. & Weinstein, T. (2016). The impact of turnaround reform on student achievement: Evidence and insights from the Los Angeles Unified School District.�� Education Finance and Policy ��
• Bertrand, M. & Marsh, J. (2015). Teachers’ sensemaking of data and implications for equity. American Educational Research Journal.
• Marsh, J., Bertrand, M. & Huguet, A. (2015). Using data to alter instructional practice: The mediating role of coaches and professional learning communities. Teachers College Record.
• Marsh, J. & Farrell, C.�� (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.
• Marsh, J., Strunk, K., Bush, S., & Huguet, A. (2015). Democratic engagement in district reform: The evolving role of parents in the Los Angeles Public School Choice Initiative. Educational Policy, 29(1), 51-84. ��
• Bulkley, K.,��Marsh, J.,��Strunk, K., Harris, D., & Hashim, A.* (2020). Challenging the “one best system”? The portfolio management model and urban school governance.��Harvard Education Press.
• Marsh, J. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers College Record, 114(11), 1-48.
• Marsh, J., McCombs, J.S., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907. ��
• Marsh, J.��& Kennedy, K. (forthcoming) Possibilities and challenges: Conditions shaping educators’ use of social-emotional learning indicators.��Teachers College Record.
• Lockwood, J.R., McCombs, J.S., & Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Education Evaluation and Policy Analysis, 32(3), 372-388.
• Hamilton, L.S., Stecher, B. Russell, J., Marsh, J., & Miles, J. (2008). Accountability and teaching practices: School-level actions and teacher responses. In Fuller, B., Hannum, E & Henne, M. (Ed.), Strong states, weak schools: The benefits and dilemmas of centralized accountability, Research in Sociology of Education, 16, 31–66
• Marsh, J. (2007). Democratic dilemmas: Joint work, education politics, and community. Albany, NY: SUNY Press.
• Kerr, K., Marsh, J., Ikemoto, G., Darilek, & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496-520.
• Hightower, A., Knapp, M., Marsh, J., & McLaughlin, M. (Eds.) (2002). School districts and instructional renewal.�� New York: Teachers College Press.

• Faculty Director, Policy Analysis for California Education (PACE) (2014 - present)
• Co-Director, Center for Education Policy, Equity and Governance (2017 - present)
• Senior Policy Researcher, RAND, Santa Monica, CA, (2010)
• Full Policy Researcher, RAND, Santa Monica, CA (2006-2010)
• Associate Policy Researcher, RAND, Santa Monica, CA (2002-2006) ����������
• Research Assistant, Center for the Study of Teaching & Policy, Stanford�� University, CA (1998-2002)
• Research Analyst, SRI International, Menlo Park, CA (1996-1998) ����������
• Research Associate, RPP International (formerly Berman Weiler Ass.), Emeryville, CA (1995-1996)
• Consultant, CalServe Office, California Department of Education, Sacramento, CA (1994-1995) ���������� ����������
• Research Associate, UC Berkeley Service-Learning R&D Center, Berkeley, CA (1994-1995) ����������

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Marsh specializes in research on K-12 policy, governance, and equity. Her research blends perspectives in education, sociology, and political science. Over the past 20 years, much of her research has examined accountability and instructional policy, with particular attention to the process and politics of adoption and implementation, and the ways in which policies shape practice in urban settings. This has included studies of the No Child Left Behind (NCLB) Act and NCLB-waiver systems, school turnaround,��and teacher evaluation policy. Marsh has also closely examined policies intended to support teachers and improve teaching, including research on literacy coaches and math and science curricular reforms. One cross-cutting focus of this work relates to how teachers and administrators use data—not only test score results, but also student work, data on instructional quality, and data generated from the community—to inform their decisions and practice.��A second major strand of her research examines educational governance and efforts to decentralize and democratize decision-making. Often focused on school boards and school districts as central actors in educational reform, these studies investigate school choice policy, participatory reforms calling for parent and stakeholder engagement, efforts to provide greater local control over school finance, and “portfolio” reforms that diversify management of school operations. These studies examine��implementation, with a focus on the ways in which these reforms involve and affect��underserved and historically marginalized students and stakeholders.

Co-Principal Investigator (Doug Harris, PI). The quiet revolution of school vouchers and ESAs: A new initiative for national evidence.��Smith Richardson Foundation. ��

Co-Principal Investigator/Director of Qualitative Research (Doug Harris, PI: Katharine Strunk, Josh Cowen, Amy Ellen Schwartz, Co-PIs). National Center for Research on Education Access and Choice (REACH). U.S. Department of Education Institute of Education Science.��

Principal Investigator. Renewing the promise of a just, participatory democracy: A collaborative research-to-action project to support school boards. California Community Foundation��

Co-Principal Investigator (Adam Kho, PI: Pedro Noguera, Erika Patall, Lam Pham, Co-PIs). Hattie’s Influences on Student Achievement Under an Institutionally Racist System: What Works for Black and Brown Students? William T. Grant Foundation.��

Co-Principal Investigator (with LCFF Research Collaborative members). Implementation of the Local Control Funding Formula.

Co-Principal Investigator (with Katharine Strunk, Katy Bulkley, Doug Harris). The New “One Best System”? Urban Governance and Educational Practice in the Portfolio Management Model.

Co-Principal Investigator. (with Heather Hough). PACE-CORE Accountability System Evaluation.

Co-Principal Investigator (with Katharine Strunk). A Five-Year Evaluation of the Los Angeles Unified School District Teacher Incentive Fund Grant. LAUSD

Co-Principal Investigator (with Gale Sinatra). Speedometry: Developing and Evaluating a Hot Wheels STEM Curriculum.” Mattel Children’s Foundation (2014-2017)

Co-Principal Investigator (with Katharine Strunk). Evaluation of LAUSD’s Investing in Innovation (i3) Project, “Los Angeles’ Bold Competition - Turning Around and Operating Its Low-Performing Schools.” U.S. Department of Education�� (2010-2014)

Principal Investigator. Bridging the Data-Practice Divide: How Coaches and Data Teams Work to Build Teacher Capacity to Use Data. Spencer Foundation�� (2011-2013)