Joshua L. Glazer

Joshua L. Glazer
Associate Professor, Education Policy
(202) 994-8724

Dr. Glazer’s research and teaching examine multiple approaches to improving under-performing schools in high-poverty, urban environments. He is currently directing two multi-year studies into school turnaround. The first examines the Tennessee Achievement School District, in which the state removes underperforming schools from local control and then authorizes charter schools to develop and implement designs for improvement. The second study, also in Tennessee, investigates the efforts of Shelby County Schools, which includes Memphis, to devise and direct its own improvement initiative by using the resources and capacity of the district to improve over twenty schools that rank near the bottom of the state in academic performance. In addition, Dr. Glazer is the principal investigator for program of research looking at research-practice partnerships in Baltimore and New York City.

Dr. Glazer has published on a wide range of topics, including the replication of effective school improvement models, the role of external interveners in large-scale reform, the challenges confronting charter management organizations that operate neighborhood schools, and the dynamics of race and class in state takeover of schools, among others. He is a co­author of Improvement by Design, which examines three prominent comprehensive school reform programs in the U.S., and his work has been featured in op-ed pieces, newspaper articles, and blogs.

Prior to joining the faculty of George Washington University, Dr. Glazer worked for five years at the Rothschild Foundation in Jerusalem, Israel as a program officer and program director in the education division. Dr. Glazer holds a B.A. in European history from Brandeis University and a Ph.D. from the University of Michigan.

Ph.D., University of Michigan
B.A., Brandeis University


Massell, D., Glazer, J. L., & Malone, M. (2016). “This is the big leagues” Charter-led turnaround in a non-charter world. Tennessee Consortium on Research, Evaluation & Development. Vanderbilt Peabody College. Retrieved from

Glazier, J. L., & Egan, C. (2016). Research into Tennessee’s achievement school district: Race, history, and the dilemma of public engagement. Tennessee Consortium on Research, Evaluation & Development. Vanderbilt Peabody College. Retrieved from

Glazier, J. L., Massell, D., & Malone, M. (2015). Research into Tennessee’s achievement school district: Autonomy, incentives, and guidance for providers. Tennessee Consortium on Research, Evaluation & Development. Vanderbilt Peabody College. Retrieved from

In the News

Dr. Joshua Glazer was quoted in Education Week's blog Difficult Conversations: Learning from Tennessee's Turnaround Efforts. This post is from the practitioner's perspective, written by Nate Schwartz, Chief Research and Strategy Officer for the Tennessee Department of Education.

Dr. Joshua Glazer's research with with Tennessee's Achievement School District (ASD) and Innovation Zone (iZone) was highlighted in Education Week's What 5 Years of Research Say About School Turnaround Efforts in Tennessee. The Tennessee Education Research Alliance (TERA) is releasing a series of research briefs on school turnaround efforts in the state. This first installment includes summaries of research led by Dr. Glazer, Dr. Gary Henry of Vanderbilt University, Dr. Ron Zimmer of the University of Kentucky.

GSEHD doctoral students Laura Groth and Matthew Malone (both education administration and policy studies students) and Dr. Joshua Glazer published a chapter in the book Enduring Myths that Inhibit School Turnaround.

Dr. Joshua Glazer's research was highlighted in U.S. News and World Report's Tennessee Schools Learn a Lesson in Reform. Dr. Glazer was interviewed for the article about his work studying the Achievement School District in Tennessee.