Julian Vasquez HeiligJulian Vasquez Heilig

Assistant Professor of Educational Policy and Planning
Educational Administration
Cooperative Superintendency Program, Educational Policy & Planning Program, Public School Executive Leadership Program

Office: SZB 374D

Phone: 512 475 8586
Fax: 512 471 5975
E-Mail: jvh@austin.utexas.edu

Mailing Address

The University of Texas at Austin
Department of Educational Administration
1 University Station D5400
Austin, TX 78712-0374
UTMailCode: D5400

Office Hours

Tuesday: 1:00-4:00pm
Or by appointment.

Profile

Julian Vasquez Heilig obtained his Ph.D. in Education Administration and Policy Analysis and a Masters in Sociology from Stanford University. He also holds a Masters in Higher Education and a Bachelor?s in History and Psychology, cum laude, from the University of Michigan. He is currently an Assistant Professor of Educational Policy and Planning at the University of Texas at Austin.

In addition to educational accomplishments, Julian Vasquez Heilig has held a variety of research and practitioner positions in organizations from Boston to Beijing. These experiences have provided formative professional perspectives to bridge research, theory, and practice.

His current research includes quantitatively examining how high-stakes testing and accountability-based reforms and incentive systems impact urban minority students. Additionally, his qualitative work considers the sociological mechanisms by which immigrant student achievement and progress occur in relation to specific NCLB-inspired accountability policies. Julian?s research interests also include issues of access, diversity and equity in higher education.

He is a Faculty Affiliate of the Warfield Center for African and African American Studies and the Center for Mexican American Studies at the University of Texas at Austin. He also serves as the Associate Director for the University Council of Education Administration (UCEA).

Terminal Degree

Stanford University, Stanford, CA

Ph.D. Education Administration and Policy Analysis, School of Education (2006)

M.A. Sociology, School of Humanities and Sciences (2004)

 

University of Michigan, Ann Arbor,MI

M.A. Education Policy, Center for the Study of Higher and Postsecondary Education (1999)

B.A. History and Psychology, College of Literature, Science & Arts (1997)

 

Representative Publications

Vasquez Heilig, J & Darling-Hammond, L (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis. 30(2), 75-110.

McNeil, L. M., Coppola, E., Radigan, J., & Vasquez Heilig, J. (2008). Avoidable losses: High-stakes accountability and the dropout crisis. Education Policy Analysis Archives, 16(3). http://epaa.asu.edu/epaa/v16n3/.

Valenzuela, A., Fuller, E., & Vasquez Heilig, J. (2006). The disappearance of high school English language learners from Texas high schools. Williams Review, 1, 166-200.

Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Vasquez Heilig, J. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42). http://epaa.asu.edu/epaa/v13n42/.

Recent Awards

  • 2009                University of Texas Co-op Research Excellence Award for Best Research Paper
  • 2009                University of Texas at Austin Summer Faculty Fellowship
  • 2007–2008      Bill & Melinda Gates Foundation Young Researcher
  • 2005                UCEA David L. Clark Education Administration and Policy Research Award
  • 2004                Ford Foundation Dissertation Fellowship
  • 2001–2004      Stanford University Andrea Neves Fellowship
  • 1999                American Association of Higher Education, Hispanic Caucus Fellow
  • 1997–1998      University of Michigan Rackham Merit Fellowship
  • 1997                University of Michigan cum laude
  • 1993–1997      University of Michigan Scholar Recognition Award

Current Research Projects and Grants

Changing of the guard: A study of high school and post-secondary outcomes in reconstituted and low-performing urban high schools

Tale of two schools: Does turnaround work in large, urban high schools?

The ethics of data-based decision making by urban school leaders in the midst of accountability

Accountability, college readiness and Latinos: The ecology of high-stakes end-of-course exams

Current Courses

EDA 395F: Foundations of Educational Policy

Course introduces students to the history of the U.S. educational system. Within each historical period, the course explores impulses for reform, who the reformers were, their goals, programs they put forth, and both intended and unintended consequences.

 

EDA 381P: Quantitative Research Design and Analysis

Course investigates the fundamental concepts and principles of quantitative research design and analysis. Course also utilizes empirical techniques to manage software and databases. It is a graduate-level course to prepare students for leadership positions in educational administration.

 

EDA 381Q: Qualitative Research Design

Course provides exposure to the methods, theoretical foundations, and conceptual frameworks utilized in qualitative methods. Students conduct a pilot research study to understand and experience qualitative techniques in the field. The course also considers mixed method approaches.

Research Interests and Expertise

Educational Policy, Access and Equity; High-Stakes Testing and Assessment Policies; Minority Issues in Education; Statistical Methods and Applications in Educational Policy Analysis; Sociology of Education; Urban Education.

Full Vita (download)

http://edadmin.edb.utexas.edu/bios/jheilig_bio.pdf

Last Updated : September 1st 2009, 04:30:35 PM


the university of texas at austin
the college of education
powered by modx . xhtml1.1 . css2