Assistant Professor
Los Angeles, CA, UNITED STATES
Department of Educational Leadership and Administration
PhD, Social Research Methodology
2006
MA, Education Policy and Administration
1985
BA, English Literature
1994
“Measuring school performance: The intersection of accountability policy and complexity theory.” Dissertation committee: Mike Rose (co-chair), Noreen Webb (co-chair), Marvin Alkin, Susanne Lohmann, Michael Seltzer
Los Angeles Education Research Institute Executive Summary and Research Report
Phillips, M., Yamashiro, K., Jacobson, T.A. (2017)
This report provides a first look at college enrollment, persistence, and completion for Los Angeles Unified School District (LA Unified) graduates, and examines patterns of college going based on students’ racial/ethnic, socioeconomic, and academic backgrounds.
view moreLos Angeles Education Research Institute Executive Summary and Research Report
Phillips, M., Yamashiro, K., Miller, C.E. (2017)
This report describes college readiness supports for high school students in the Los Angeles Unified School District (LA Unified). We describe the evolution of district policies focused on helping students prepare academically for college. We then describe supports related to building students’ college knowledge, such as learning about colleges, preparing for college entrance exams, completing college and financial aid applications, and registering for and enrolling in college. We conclude with a discussion of the challenges schools face in fostering college readiness, and implications for policy and practice.
view moreJournal of Education for Students Placed at Risk (JESPAR)
Phillips, M., Yamashiro, K., Farrukh, A., Lim, C., Hayes, K., Wagner, N., Chen, H.
2015-03-31
The Los Angeles Unified School District (LAUSD) serves a large majority of socioeconomically disadvantaged students who are struggling academically and are underprepared for high school graduation and college. This article describes the partnership between LAUSD and the Los Angeles Education Research Institute, and how this collaboration endeavors to produce accessible and high-quality research to inform pressing problems of practice. The article also presents findings from an ongoing partnership research project analyzing a district policy focused on improving college readiness by aligning high school graduation and college-eligibility requirements. In a cohort that went through high school before the policy became mandatory for all students, less than 1/5 of all students (and 30% of graduates) met the college eligibility criteria. Our findings indicate that academic and behavioral indicators from 8th and 9th grade can help identify for possible intervention students who are not on track to meet these new graduation requirements.
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