Postal Adress:
Harvard Graduate School of Education6 Appian Way, Gutman 454, Cambridge MA 02138USA
Martin R. West is Assistant Professor of Education at the Harvard Graduate School of Education, Cambridge, USA. Formerly he has been Assistant Professor of Education, Political Science, and Public Policy at Brown University, Providence, USA. He earned his Ph.D. from Harvard University in Government and Social Policy with the dissertation: “Politics, Public-sector Unionism, and Education Policy”. West is Deputy Director of the Program on Education Policy and Governance at Harvard University, an Executive Editor of Education Next, a scholarly journal of opinion and research on education policy, Research Affiliate at Taubman Center for State and Local Government at Harvard Kennedy School, Research Affiliate at CESifo Research Network, Fellow in the National Forum on the Future of Liberal Education, Member of the Future of American Education Working Group and Co-editor of the Book Series “Education Policy. His research examines the politics of education reform efforts and their effectiveness in improving student achievement. His current projects examine the effects of school choice and accountability policies on student achievement across countries, the effects of class-size reduction on non-cognitive skills, and the impact of the courts on education. He published numerous articles in refereed journals such as the European Journal of Political Economy, the Economic Journal, European Economic Review and Education Next. He also published Monographs and Edited Volumes, for Example School Accountability, Autonomy, and Choice around the World joint with Ludger Wößmann, Elke Lüdemann and Gabriela Schütz, Ifo Institute for Economic Research. And he contributed many papers into Edited Volumes, for Expample “Public Choice and the Political Economy of American Education” in the Handbook of Education Policy Research (2009). As a political scientist, Martin R. West contributes with a complementary perspective to research on the economics of education and can thus serve the network immensely by stressing alternative aspects to the research field and in disseminating results to the political sphere. West and his colleagues at PEPG will support the network by contributing with a political-science perspective to the economics of education and by bringing in the expertise from a second leading US university.
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