Margaret E. Goertz

Co-Director, Consortium for Policy Research in Education (CPRE)

Graduate School of Education
University of Pennsylvania

Phone: 215-573-0700 x234


Professional Biography

Dr. Goertz is a professor of education policy in the Graduate School of Education at the University of Pennsylvania and a co-director of the Consortium for Policy Research in Education, where she specializes in the study of state and federal education finance and governance policy. Dr. Goertz has conducted extensive research on state education reform policies, state teacher policies, and state and federal programs for special-needs students. Her current research activities look at the impact of standards-based reform in elementary schools and high schools, the implementation of the No Child Left Behind Act of 2001, and the interface between NCLB and state accountability policies. She also studies how school districts and schools allocate resources in support of standards-based reform. Dr. Goertz is a past president of the American Education Finance Association and was a member of the National Research Council’s Committee on Understanding the Influence of Standards in Science, Mathematics, and Technology Education.

Prior to joining the University of Pennsylvania faculty, Dr. Goertz taught at the Bloustein School of Planning and Public Policy at Rutgers University and was a senior research scientist and executive director of the Education Policy Research Division of Educational Testing Service. She has also taught at Princeton University and the College of New Jersey.

Dr. Goertz has spoken and published extensively in the areas of state education reform. Her writings on state and local accountability have been published in the Peabody Journal of Education, in the National Society for the Study of Education (NSSE) yearbook, and by Teachers College Press. She has co-authored or co-edited three books on school finance.

Research Interests and Current Projects

Dr. Goertz focuses her research interests on education finance, education policy, and intergovernmental relations, paying particular attention to fiscal and programmatic equity.

Selected Publications

Goertz, M. E.: Standards-based reform: Lessons from the past, directions for the future. Clio at the Table: Using History to Inform and Improve Education Policy. K. Wong & R. Rothman (eds.). New York: Peter Lang Publishing, Page: 201-219, 2009.

Odden, A., Goertz, M. E., Goetz, M., Archibald, S., Gross, B., Weiss, M., & Mangan, M. T. : The cost of instructional improvement: Resource allocation in schools using comprehensive strategies to change classroom practice. Journal of Education Finance 33(4): 381-405, 2008.

Weinbaum, E. H., Shiffman, C. D., & Goertz, M. E.: Tilting the scales: Central office support for external school reforms. The Implementation Gap: Understanding Reform in High Schools. J. A. Supovitz and E. H. Weinbaum (eds.). New York: Teachers College Press, Page: 126-150, 2008.

Picus, L., Goertz, M. E., & Odden, A. R.: Intergovernmental aid formulas and case studies. Handbook of Research in Education Finance and Policy. H. F. Ladd & E. B. Fiske (eds.). New York: Routledge, Page: 257-275, 2007.

Fuhrman, S., H., Goertz, M. E., & Weinbaum, E. : Educational governance in the U.S.: Where are we? How did we get there? Why should we care? The State of Educational Policy Research. S. H. Fuhrman, D. Cohen, & F. Mosher (eds.). Taylor & Francis, 2007.

Weinbaum, E., Shiffman, C., & Goertz, M. E.: Tilting the scales: Central office support for external school reforms. Change from the Outside In and the Inside Out: The Interaction of High Schools and External Reforms. J. Supovitz & E. Weinbaum (eds.). Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education, 2007.

Goertz, M. E.: Policy analysis: Studying implementation. Complementary Methods for Research in Education. 3rd Edition. J. Green, G. Camilli, & P. Elmore (eds.). Washington: D.C.: American Education Research Association, Page: 701-710, 2006.

Goertz, M. E.: Educational adequacy in New Jersey. Paper prepared for the Stanford Institute for Research on Education Policy and Practice, Stanford University for the study, “Getting Down to Facts: School Finance and Governance in California.” 2006.

Odden, A., Goertz, M. E., Goetz, M., Archibald, S., Gross, B., Weiss, M., and Mangan, M. : The Cost of Instructional Improvement: Resource Allocation in Schools Using Comprehensive Strategies to Change Classroom Practice. U. S. Department of Education, Institute for Education Sciences. December 2005.

Goertz, M. E.: State education policy in the new millennium. The State of the States, 4th edition. C. E. Van Horn (eds.). Congressional Quarterly Inc. Page: 144-166, 2005.

Gross, B., & Goertz, M. E. : Holding high hopes: How high schools respond to state accountability policies. CPRE Research Report Series RR-056. Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education. 2005.