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. Iris Rotberg and Dr. Joshua Glazer's book Choosing Charters - Better Schools or More Segregation? has been published by Teachers College Press.
Do charter schools strengthen students’ educational experience? What are their social costs? This volume brings together a group of premier researchers to address questions about the purposes of charter schools and the role of public policy in shaping the educational agenda.
Teachers College Press will host a book signing for Dr. Rotberg and Dr. Glazer during the AERA Annual Meeting in NYC at 2:00pm on Saturday, April 14, 2018 at the New York Hilton Midtown (Exhibit Hall, Booth 1800-Teachers College Press).

Dr. Joshua Glazer published a research article, "The Ties That Bind: Building Civic Capacity for the Tennessee Achievement School District," in the American Educational Research Journal.

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.