Laura M. Desimone
Dr. Desimone is Professor of Education Policy. She joined the faculty of Penn GSE in 2007. Before that, she served on the faculty at Vanderbilt University, worked as a senior research scientist at the American Institutes for Research, and was a post-doctoral research associate at Yale University’s Bush Center in Child Development and Social Policy. She also was a researcher at RAND in Washington, D.C., and at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina.
Dr. Desimone studies how state, district, and school-level policy can better promote changes in teaching that lead to improved student achievement and to closing the achievement gap between advantaged and disadvantaged students. Dr. Desimone’s research covers three main areas: (1) policy effects on teaching and learning, (2) policy implementation, and (3) the improvement of methods for studying policy effects and implementation (e.g., improving surveys and using multiple methodologies). She also has projects with the School District of Philadelphia focused on studying school improvement efforts.
- Ph.D The University of North Carolina at Chapel Hill - Public Policy Analysis, 1996
- MPA The American University - Masters of Public Administration, Concentration in Education Policy, 1991
- B.A. Wesleyan University - American Studies, Semester abroad at College International de Cannes, Cannes, France, 1990
Professor of Education Policy
Graduate School of Education; University of Pennsylvania School of Social Policy and Practice
Desimone, L., Wolford, T, & Hill, K. (October-December 2016). Research-Practice: A Practical Conceptual Framework, AERA Open, 2(4), 1-14.
Smith, T., Neergard, L., Hochberg, E., & Desimone, L. (in press). Organizational effects on teacher quality, Teachers College Record.
Desimone, L.,M., & Pak, K. (2017). Instructional coaching as high-quality professional development, Theory Into Practice, 56(1), 3-12.
Desimone, L., & *Hill, K. (2017). Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention, Educational Evaluation and Policy Analysis.
Covay Minor, E., Desimone, L M., Caines, J. & Hochberg, E. (2016). Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development, Education Policy Analysis Archives, 24 (38).
Desimone, L.M., & Garet, M.S. (2015). Best practices in teacher’s professional development in the United States, Psychology, Society, & Education. 7(3), 252-263.
Covay, E., Desimone, L., Phillips, K., & *Spencer, K. (2015). A new look at the opportunity to learn gap across race and income, American Journal of Education, 12(2).
Desimone, L., McMaken, J., & Hochberg, E. (2016). Teacher knowledge and instruction in beginning teaching: How do they grow and how are they linked? Teachers College Record, 118(5), pp. 1-54.
Polikoff, M. S., Desimone, L. M., Hochberg, E. D., & Porter, A. C. (2015). Mentor policy and the quality of mentoring, Elementary School Journal, 116(1) 76-102.
Desimone, L. (2013). Teacher and administrator responses to standards-based reform, Teachers College Record, 115 (8), 1-53.
Desimone, L., Smith, T., & Phillips, K. (2013). Linking student achievement growth to professional development participation and changes in instruction: A longitudinal study of elementary students and teachers in Title I schools, Teachers College Record, 115 (5), 1-46.
Phillips, K. R., Desimone, L., & Smith, T. (2011). Teacher participation in content-focused professional development and the role of state policy, Teachers College Record, 113 (11), 2586-2630.
Desimone, L. M., & Long, D. (2010). Does conceptual instruction and time spent on mathematics decrease the student achievement gap in early elementary school? Findings from the Early Childhood Longitudinal Study (ECLS), Teachers College Record, 112 (12), 3024-3073.