The Thomas B. Fordham Institute and the American Enterprise Institute (AEI) offer a unique program aimed at cultivating human capital within the education policy sector. The Emerging Education Policy Scholars (EEPS) program brings newly minted Ph.D. scholars and Ph.D. candidates who have a keen research eye, fresh ideas, and boundless (or budding) enthusiasm for education policy to our nation’s capital to meet with education-policy experts and to share and brainstorm exciting new directions for K–12 education research. The EEPS program seeks to counter the long-standing, well-documented divide between research and policy in education.
It focuses on three overarching goals:
- to foster an opportunity for talented, promising scholars to connect with other scholars in their field, as well as to introduce them to key players in the education policy arena;
- to expand the pool of talent and ideas from which the education policy arena currently draws;
- and to increase understanding of how the worlds of policy and practice intersect with scholarly research in education and related fields.
EEPS is a seminar-based program that cultivates talent within the education research and policy fields by introducing new scholars to one another and to the members of the reform-minded education-policy community in Washington, D.C. The program encourages new scholars and experts to share both research and ideas.
Who are EEPS?
Emerging Education Policy Scholars are current doctoral candidates or a doctoral-degree recipients in the last five years. They may work in higher education, K–12 administration, or a nonprofit or for-profit organization. They also have a keen interest in public policy, are eager to engage in the national conversation about how best to educate children (including amending the structure of our current system in pursuit of that goal), and are in the process of or have recently completed some notable scholarly research that will further that conversation.
EEPS are organized into cohorts that meet for two events in D.C., typically in the summer and winter. After the second meeting, EEPS graduate to “alumni status,” have the opportunity to present at future EEPS meetings to new cohorts, and can engage with fellow alumni at cross-cohort EEPS events and annual research conferences.
What do EEPS do?
Participants gather informally with think-tankers, academics, policymakers, and reformers in Washington, D.C. The purpose of these events is to bridge connections between up-and-coming scholars and senior education-policy experts and K–12 education practitioners, as well as to foster an opportunity for both groups to share research and ideas.
How are EEPS chosen?
Admissions decisions are made jointly by Fordham and AEI. We seek strong scholarship and education research in a wide variety of areas.
How do I apply?
The application window for our 2020 EEPS cohort will open in mid-August. Please contact Adam Tyner ([email protected]) for more information on how to apply.
What is the cost of the program?
There is no cost to apply to EEPS. Accepted scholars attend EEPS events free of charge, and will also be reimbursed for reasonable travel and accommodation expenses.
The EEPS Experience
“While professional societies provide ample opportunity for within field collaboration, we often lack opportunity to bridge the silos. EEPS not only provided me with a broader perspective on education policy, it allowed me to network with folks from different fields working towards similar goals whom I might not have met otherwise.”
“EEPS allowed me to expand my professional network, and to access a side of policy consideration and dissemination that I had not previously encountered in any meaningful way. Perhaps most importantly, since completing my EEPS experience I have further grown my cross-cohort EEPS network and benefited enormously from collaboration and conversations that this networking has spurred!”
“EEPS is professionally valuable, totally unique, and thought-provoking.”
“In addition to connecting with other young scholars from across the country, the experience has expanded my view of the ways in which I can use my research to contribute to public debates currently underway in education policy. As a result of the experience, I feel better equipped to translate my research into approachable mediums suitable for broader audiences.”
F. Chris Curran
EEPS Class of 2018–2019
Doctoral Candidate in education policy at University of Pennsylvania
Doctoral Candidate at Stanford University
Doctoral Candidate in urban education policy at the University of Southern California
Doctoral Candidate in education policy and program evaluation at Harvard University and Doctoral Fellow in the Multidisciplinary Program in Inequality and Social Policy at the Harvard Kennedy School
Assistant Professor of education policy and planning in the Department of Educational Leadership and Policy at the University of Texas, Austin
Doctoral Candidate in education policy at Teachers College, Columbia University
Director of Cultural Proficiency of Boston Public Schools and Founder of BlackPrint Education Consulting
Senior Analyst at Abt Associates
Assistant Professor of public policy and education and Assistant Professor of sociology at Vanderbilt University
Economist with the Economic Research Center at The Buckeye Institute
Doctoral Candidate in the Gevirtz Graduate School of Education and a Graduate Research Fellow with the National Science Foundation
Doctoral Candidate in K-12 education policy at and a Master of public policy student at University of Southern California
Assistant Professor of education and policy and Director of the Education Policy Research Center at the University of Florida
Research Assistant Professor in the Department of Curriculum and Instruction at Kansas State University
Assistant Professor in the Department of Teacher Education at Cleveland State University
Assistant Professor of educational leadership in the Department of Administration, Leadership, and Technology at New York University
M. Danish Shakeel
Postdoctoral Research Fellow in the Program on Education Policy and Governance at the Harvard Kennedy School of Government
Distinguished Doctoral Fellow in the Department of Education Reform at the University of Arkansas, Research Assistant in the Office for Education Policy, and a Research Fellow with Charassein: The Character Assessment Initiative at the University of Arkansas
Faculty Member in the College of Education and Human Development at George Mason University