Email
jholme@austin.utexas.edu

Office & Hours

Office: SZB 374F
Wednesday: 1pm to 3pm and by appointment

Phone
512/475-9398

Fax
512/475-8590

Courses of Instruction
EDA 388M: Social and Cultural Contexts of Education (Fall 2013 and Spring 2014)
EDA 395J: Poverty and Educational Policy (Fall 2013). Cross Listed with LBJ School of Public Affairs as PA 388K
EDA 395G: Educational Policy Implementation (Spring 2014). Cross Listed with LBJ School of Public Affairs as PA 388K

Mailing Address
Department of Educational Administration
The University of Texas at Austin
1912 Speedway D5400
Austin, Texas 78712-1604
UT Mail Code:

Profile

Dr. Jennifer Jellison Holme is an Assistant Professor of Educational Policy and Planning in the Department of Educational Administration. Dr. Holme’s research focuses on the politics and implementation of educational policy, with a particular focus on the relationship among school reform, equity, and diversity in schools. She specifically seeks to understand how the structure of opportunity within metropolitan areas relates to schooling conditions and outcomes for students, and to examine how educational policies interact with, or are influenced by, these larger metropolitan opportunity structures. Her research interests include: school desegregation (currently focusing on inter-district programs), high stakes testing (exit level testing); and school choice policy.

She received her Ph.D. in Education Policy (Urban Schooling) from UCLA, her Ed.M in Administration, Planning and Social Policy from the Harvard University Graduate School of Education, and her B.A. in Sociology (magna cum laude) from UCLA.

Dr. Holme’s work has been published in Teachers College Record (2013), the American Educational Research Journal (2012), the Review of Educational Research (2010), and the Harvard Educational Review (2002). Dr. Holme is also co-author of Both Sides Now: The Story of Desegregation’s Graduates (2009, University of California Press.)

Education

Ph.D., Educational Policy (Urban Schooling) University of California at Los Angeles

Ed.M, Administration, Planning and Social Policy, Harvard University

B.A. Sociology, University of California at Los Angeles (magna cum laude)

Representative Publications

Finnigan, K.F., Holme, J.J., Diem, S.L, Orfield, M., Luce, T.M., Hylton, N., & Mattheis, A. (Accepted). Regional educational policy analysis: Rochester, Omaha, and Minneapolis’ Inter-District Arrangements. Educational Policy.

Holme, J.J., Diem, S.L., Welton, A.J. (In Press). Suburban school districts and demographic change:  The technical, normative and political dimensions of response. Educational Administration Quarterly

Holme, J.J. & Finnigan, K.S. (In Press) School diversity, school district fragmentation, and metropolitan policy. Teachers College Record.

Holme, J.J. (2013). Exit strategies: How low performing high schools respond to high school exit examination requirements. Teachers College Record.115 (1).

Holme, J.J., Carkhum, R.C. & Rangel, V.S. (currently on line, in print 2013) High pressure reform: Examining urban schools’ response to multiple school choice policies. The Urban Review.

Holme, J.J. & Vasquez Heilig, J. (2012) High stakes decisions: The legal landscape of exit testing policies and the implications for schools and leaders. Journal of School Leadership, 22(6).

Holme, J.J. & Rangel, V.S. (2012). Putting school reform in its place: Social geography, organizational social capital, and school performance. American Educational Research Journal, 49(2), 257-283.

Holme, J.J., Welton, A.J. & Diem, S.L.  (2012) Demographic change and colorblind response: A case study of a suburban San Antonio school district. In E. Frankenberg & G. Orfield (Eds.)  Suburban school districts and demographic change. Cambridge, MA: Harvard Education Press.

Holme, J.J., Richards, M., Jimerson, J. & Cohen R. (2010). Assessing the effects of high school exit exams. Review of Educational Research, 80(4), 476-526

Holme, J.J. & Richards, M. (2009). School choice and stratification in a metropolitan context: Inter-district choice and regional inequality. Peabody Journal of Education, 84(2),150-171.

Current Research Projects and Grants

PI, Ford Foundation, New York, NY, $200,000 ; Co-PIs Kara Finnigan/Myron Orfield, July 2012-December 2013: Investigating the Potential of Regional Collaboratives to Address Inequality and Isolation in Education (Phase 2)

PI, Ford Foundation, New York, NY, $200,000 ; Co-PIs Kara Finnigan/Myron Orfield ) July 2010-June 2012: Investigating the Potential of Regional Collaboratives to Address Inequality and Isolation in Education (Phase 1)

Research Interests and Expertise

Dr. Holme’s research focuses on the politics and implementation of educational policy, with a particular focus on the relationship among school reform, equity, and diversity in schools. Her research interests include: school desegregation (currently focusing on inter-district programs), high stakes testing (exit level testing); and school choice policy.