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SCHOLARS &
FELLOWS
Mark Schneider
Visiting Scholar
Contact
E-mail: mark.schneider@aei.org
Phone: 202-403-5510
Biography
A former commissioner of the U.S. Department of Education's National Center for Education Statistics--the primary federal office that collects and analyzes data relating to education--Mark Schneider writes about a broad range of education issues: charter schools, consumer choice in education, the relationship between school facilities and academic outcomes, and higher education policy. He also studies and writes about urban politics and public policy. He is the author and coauthor of numerous scholarly books and articles, including the award-winning Choosing Schools: Consumer Choice and the Quality of American Schools (Princeton University Press, 2000). From 2000 to 2001, he served as vice president of the American Political Science Association (APSA) and simultaneously as president of APSA's public policy section. He is currently vice president for new education initiatives at the American Institutes for Research. Mr. Schneider's research at AEI focuses on higher education, in particular the issue of accountability in postsecondary education.
Experience
- Vice President for New Education Initiatives, American Institutes for Research, 2008-present
- Distinguished Professor of Political Science, 2004-present (on leave); Professor and Department Chairman, 1986-2004; Director, Graduate Studies, 1985-86; Assistant Professor, 1974-78, Department of Political Science, Stony Brook University, State University of New York
- Commissioner, National Center for Education Statistics, 2005-2008; Deputy Commissioner, National Center for Education Research, 2004-2005, U.S. Department of Education
- Vice President, 2000-2001; President, Public Policy Section, 2000-2001, American Political Science Association
- Assistant Professor, Department of Political Science, University of Michigan, 1973-74
- Research Associate, Institute for Research in Social Science, University of North Carolina at Chapel Hill, 1972-74
Education
Ph.D., University of North Carolina at Chapel Hill B.A., Brooklyn College, City University of New York
Data show a disconnect between the rigor of the math education that high schools claim to be delivering and the quality of the math education that students are actually receiving.
We deserve accurate statistics on the payoff for attending a college.
This report documents the dramatic variation in graduation rates across more than 1,300 of the nation's colleges and universities.
Many claim that college graduates earn a million dollars more in a lifetime than high school graduates. This figure is grossly inflated.
There is little evidence that extra academic work by American students has turned into higher achievement.
College graduation rates are worse than high school graduation rates. The costs of this abysmal performance to students and taxpayers are high.
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