Julie Edmunds

Dr. Julie Edmunds, Program Director for Secondary School Reform at SERVE Center at UNCG, conducts research on issues primarily related to high school reform. She has received over $13 million in research and evaluation funding. Dr. Edmunds has been Principal Investigator for three Institute of Education Sciences-funded grants that use an experimental design to investigate the impact of the Early College High School model on student outcomes. She is also Principal Investigator for evaluations of four Investing in Innovation validation grants seeking to apply early college principles to traditional high schools and one scale up grant expanding early college programs to multiple states. Dr. Edmunds was co-Principal Investigator for a grant from the National Science Foundation examining the extent to which high school reform efforts have been able to increase the number of students entering and persisting in college preparatory mathematics and science courses. Dr. Edmunds has also designed and implemented numerous mixed methodology evaluations for projects ranging from single district projects to multi-state programs. She has worked on policy and implementation issues in North Carolina and nationally. Before beginning her research career, she taught elementary school for four years and worked as a program analyst focusing on mathematics and science issues at the U.S. Department of Education. She was also a Peace Corps volunteer in Zaire (now the Democratic Republic of the Congo). Dr. Edmunds has a Ph.D. in Education from the University of North Carolina at Chapel Hill, a M.Ed. in Elementary Education from UNC at Greensboro and a B.A. in History from Yale University.

There are 12 included publications by Julie Edmunds :

TitleDateViewsBrief Description
Defining Rigor 2005 255 Slides from a presentation on what "Rigor" is in education and if it is right for everyone.
Early college puts youth on a college track 2016 379 Early colleges are a rapidly spreading effort to increase students’ access to postsecondary education. Think of them as a proven college transition program for traditionally underrepresented students.
Early Colleges: Redesigning high school for college readiness 2012 419 This chapter provides an overview of recent literature on college readiness and the emergence of the early college model. Using quantitative and qualitative data from an experimental study of early colleges in North Carolina, researchers describe the...
Expanding the start of the college pipeline: Ninth grade findings from an experimental study of the impact of the early college high school model 2012 740 Early college high schools are a new and rapidly spreading model that merges the high school and college experiences and that is designed to increase the number of students who graduate from high school and enroll and succeed in postsecondary educati...
How to assess student performance in history: going beyond multiple-choice tests 2006 512 The purpose of this document is to help teachers implement effective assessment strategies when teaching history. The primary audience for this publication is third through twelfth grade teachers who cover the topic of history in their instruction. S...
Learning from failure: a discussion guide on high school reform 2005 380 This discussion guide is designed to provide information about what hasn’t worked in the past and the lessons we have learned. It can be used by teams of practitioners, policymakers, and members of the community who are in the midst of school reform ...
Preparing students for college: the implementation and impact of the Early College High School model 2010 799 As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepre...
Retention and satisfaction of novice teachers: Lessons from a school reform model 2016 442 In many countries, novice teachers, or those with fewer than four years of experience, have a higher turnover rate than do more experienced teachers. Using teacher employment data, we examine whether schools in an American whole-school reform model a...
Success in the college preparatory mathematics pipeline: Impact of policies and practices employed by three high school reform models 2013 322 This paper examines the relationship of the policies and practices employed by 3 high school reform models – Early College High Schools, Redesigned High Schools, and High Schools That Work – with student success in college preparatory mathematics cou...
Technology as a catalyst for change: the role of professional development 2007 332 This paper presents an analysis of results from an evaluation of The Centers for Quality Teaching and Learning, a professional development program placing technology in the context of student-centered instructional practices. This analysis focuses on...
Turning around a low-performing high school: Learning from the story of Jones Senior High School 2013 500 Turning around a low-performing school is complex and challenging work. This monograph tells the story of Jones Senior High School, a rural school that increased its achievement from less than 65% passing to approximately 90% passing. Included in thi...
Understanding factors that influence teen mothers’ doula utilization: A qualitative study 2016 587 In this study, we examined factors that influenced doula use among adolescent mothers in a community-based childbirth education and doula program. We used a qualitative case study approach to gather perspectives from adolescent mothers and doulas thr...