Bridget Terry Long

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Bridget Terry Long
Born (1973-07-18) July 18, 1973 (age 48)
NationalityAmerican
CitizenshipUSA
Alma mater Princeton University, Harvard University
Known forEducation Research and Policy
Spouse(s)Carl Long
Children2
Scientific career
FieldsEconomics
Institutions Harvard Graduate School of Education
Doctoral advisor Caroline M. Hoxby, Lawrence F. Katz, and Claudia Goldin
Website http://www.bridgetterrylong.com

Bridget Terry Long (born July 18, 1973) is the 12th Dean of the Harvard Graduate School of Education, and the Saris Professor of Education and Economics. [1] She is an economist whose research focuses on college access and success. Long is a Faculty Research Associate at the National Bureau of Economic Research and a member of the National Academy of Education. [2]

Contents

Biography

Long was born in Baltimore, Maryland, in 1973. She spent most of her childhood in Columbus, Ohio, but attended and completed high school in Naperville, Illinois, at Naperville North High School. She earned her A.B. in Economics with a Certificate in Afro-American Studies from Princeton University and her Ph.D. in Economics from Harvard University. She began teaching at Harvard in 2000. She was Faculty Director of the Ed.D. and Ph.D. programs from 2010 to 2013 and Academic Dean from 2013 to 2017. She was appointed Dean on July 1, 2018. [1]

Research

Long's research focuses on the economics of education with particular attention on the transition from high school to higher education and beyond. [3] She has examined factors that influence student enrollment decisions, choice, and persistence in post-secondary education. [4] Much of her work investigates the impact of education policies and programs, and several projects apply insights from behavioral economics to education. [5]

Long has conducted several large, randomized controlled trials to establish the causal effects of interventions designed to better support students. Working with co-authors, she conducted a major study on the impact of information and assistance on completing financial aid forms (i.e. the FAFSA). [6] The study contributed to quantitative evidence on the detrimental effects complex processes can have on educational attainment, and it has been cited in efforts to simplify the federal financial aid application. [7] [8]   Long followed this work with studies on the effectiveness of interventions that focus on helping families save for higher education [9] and students persist in college. [10]   She has also written about how the government and institutions could help students to make better educational decisions by providing clear, easy-to-access information. [11]

Long has also used of state administrative data to explore long-standing questions in higher education, and she produced some of the earliest large-scale studies on the causal effects of post-secondary remediation, [12] [13] different types of instructors, [14] [ [15] and class size [16] on college student outcomes. Additionally, several of her papers explore the supply side of higher education by studying the reactions of colleges and universities to changes in policy. [17] [18]

Long has won numerous research grants to support her research, including major awards from the Bill & Melinda Gates Foundation, the U.S. Department of Education, and the National Science Foundation (NSF).  She has been a project member of two federally-funded research centers: the National Center of Postsecondary Research (2006‐2012) and the Center for Analysis of Postsecondary Education and Employment (2011‐2016). She was selected to be a Fellow of the International Academy of Education and is also a past recipient of the National Academy of Education/Spencer Postdoctoral Fellowship. The National Association of Student Financial Aid Administrators (NASFAA) awarded Long the Robert P. Huff Golden Quill Award for excellence in research and published works on student financial assistance. [19]

Long was honored in 2021 with a Spencer Mentor award for her contributions towards bolstering career opportunities for those pursuing work in education research. [20]

Advisory positions

Long was appointed by President Obama to the National Board for Education Sciences (NBES), which is the advisory panel of the Institute of Education Sciences (IES) at the U.S. Department of Education.  She served as Chair during her appointment.  She has also testified multiple times before Federal Congressional Committees. Long serves of the board of MDRC and the Society for Research on Educational Effectiveness. She has served as an adviser to the American Council on Education, Bill & Melinda Gates Foundation, College Board, I Have A Dream Foundation, Massachusetts Board of Higher Education, and the Ohio Board of Regents. [1]

Selected works

Related Research Articles

A nontraditional student is a term originating in North America, that refers to a category of students at colleges and universities.

Upward Bound Federally funded U.S. college readiness program

Upward Bound is a federally funded educational program within the United States. The program is one of a cluster of programs now referred to as TRiO, all of which owe their existence to the federal Economic Opportunity Act of 1964 and the Higher Education Act of 1965. Upward Bound programs are implemented and monitored by the United States Department of Education. The goal of Upward Bound is to provide certain categories of high school students better opportunities for attending college. The categories of greatest concern are those with low income, those with parents who did not attend college, and those living in rural areas. The program works through individual grants, each of which covers a restricted geographic area and provides services to approximately 59,000 students annually. The program focuses on academic and nonacademic resources and activities like visits to museums or tutoring for school work. Students are encouraged to be involved in Upward Bound for the entire academic year and a 6-week long summer program. Many students who are also granted access into the Upward Bound program are labeled as first generation college students, who are students that are the first in their family to attend college. This program is set in place for students who come from low income families as well as underrepresented schools and gives them an opportunity to excel in college.

The Free Application for Federal Student Aid (FAFSA) is a form completed by current and prospective college students in the United States to determine their eligibility for student financial aid.

Student financial aid in the United States is funding that is available exclusively to students attending a post-secondary educational institution in the United States. This funding is used to assist in covering the many costs incurred in the pursuit of post-secondary education. Financial aid is available from federal and state governments, educational institutions, and private organizations. It can be awarded in the form of grants, loans, work-study, and scholarships. In order to apply for federal financial aid, students must first complete the Free Application for Federal Student Aid (FAFSA).

The Tuition Assistance Program is a financial aid program for students who are New York State residents and who are attending a post-secondary educational institution in New York. It is a program of the Higher Education Services Corporation which is a New York State Agency.

A Pell Grant is a subsidy the U.S. federal government provides for students who need it to pay for college. Federal Pell Grants are limited to students with financial need, who have not earned their first bachelor's degree, or who are enrolled in certain post-baccalaureate programs, through participating institutions. Originally known as a Basic Educational Opportunity Grant, it was renamed in 1980 in honor of Democratic U.S. Senator Claiborne Pell of Rhode Island. A Pell Grant is generally considered the foundation of a student's financial aid package, to which other forms of aid are added. The Federal Pell Grant program is administered by the United States Department of Education, which determines the student's financial need and through it, the student's Pell eligibility. The U.S. Department of Education uses a standard formula to evaluate financial information reported on the Free Application for Federal Student Aid (FAFSA) for determining the student's Expected Family Contribution (EFC).

Higher education in the United States is an optional stage of formal learning following secondary education. Higher education is also referred as post-secondary education, third-stage, third-level, or tertiary education. It covers stages 5 to 8 on the International ISCED 2011 scale. It is delivered at 4,360 Title IV degree-granting institutions, known as colleges or universities. These may be public or private universities, research universities, liberal arts colleges, community colleges, or for-profit colleges. US higher education is loosely regulated by the government and by several third-party organizations.

Higher Education Act of 1965 U.S. law establishing a student loan program

The Higher Education Act of 1965 (HEA) was legislation signed into United States law on November 8, 1965, as part of President Lyndon Johnson's Great Society domestic agenda. Johnson chose Texas State University, his alma mater, as the signing site. The law was intended "to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education". It increased federal money given to universities, created scholarships, gave low-interest loans for students, and established a National Teachers Corps. The "financial assistance for students" is covered in Title IV of the HEA.

In discussions of the cost of college in the United States, the cost of attendance (COA) is a statutory term for the estimated full and reasonable cost of completing a full academic year as a full-time student. The cost of attendance is published by each educational institution and includes:

Federal Student Aid (FSA), an office of the U.S. Department of Education, is the largest provider of student financial aid in the United States. Federal Student Aid provides student financial assistance in the form of grants, loans, and work-study funds. FSA is a Performance-Based Organization, and was the first PBO to be established in the US government.

Thomas Joseph Kane is an American education economist who currently holds the position of Walter H. Gale Professor of Education and Economics at the Harvard Graduate School of Education. He has performed research on education policy, labour economics and econometrics. During Bill Clinton's first term as U.S. President, Kane served on the Council of Economic Advisers.

Remedial education is assigned to assist students in order to achieve expected competencies in core academic skills such as literacy and numeracy.

Placement testing is a practice that many colleges and universities use to assess college readiness and determine which classes a student should initially take. Since most two-year colleges have open, non-competitive admissions policies, many students are admitted without college-level academic qualifications. Placement tests assess abilities in English, mathematics and reading; they may also be used in other disciplines such as foreign languages, computer and internet technologies, health and natural sciences. The goal is to offer low-scoring students remedial coursework to prepare them for regular coursework. Less-prepared students are placed into various remedial situations, from adult basic education through various levels of developmental college courses.

Sara Goldrick-Rab

Sara Youcha Goldrick-Rab is an American professor, sociologist, and author. Goldrick-Rab is currently the Professor of Sociology and Medicine at Temple University., the Founding Director of The Hope Center for College, Community, and Justice, the founder and Board Secretary of Believe in Students, and the Chief Strategy Officer for Emergency Aid of Edquity. A sociologist of higher education, Goldrick-Rab's research focuses on policies that aim to reduce socioeconomic and racial inequalities. She received the American Educational Research Association (AERA) Early Career Award in 2014, the 2018 Grawemeyer Award for Education, and a Carnegie Fellowship in 2018.

Internationalization of higher education in theory is "the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education." Internationalization of higher education in practice is "the process of commercializing research and postsecondary education, and international competition for the recruitment of foreign students from wealthy and privileged countries in order to generate revenue, secure national profile, and build international reputation." The main components of internationalization of higher education are recruitment of international students, development of international branch campuses, students, staff and scholars exchange programs, internationalization of the curriculum, and research and education partnerships between institutions regionally and internationally.

Susan Marie Dynarski is an American economist who is currently professor of education at the Harvard Graduate School of Education. She is also a faculty research associate of the National Bureau of Economic Research.

Philip Oreopoulos is an economist who currently serves as Professor of Economics and Public Policy at the University of Toronto. Oreopoulos's research focuses on the economics of education, labour economics, public finance, and child development.

Eric P. Bettinger is an American economist and currently works as a Professor at the Stanford Graduate School of Education. He ranks among the world's leading education economists.

David J. Deming is an American economist and Professor of Public Policy at the Harvard Kennedy School, Professor of Education and Economics at the Harvard Graduate School of Education, Director of the Malcolm Wiener Center for Social Policy, His research focuses on the economics of education in general and the impact of education policies on long-run non-test score outcomes. In 2018, David Deming received the David N. Kershaw Award and Prize from the Association for Public Policy Analysis and Management for his work in the areas of secondary education, vocational training and skills.

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References

  1. 1 2 3 "Bridget Terry Long to lead Ed School". harvard.edu. 2018-05-02. Retrieved 2018-05-02.
  2. "SIXTEEN SCHOLARS ELECTED TO MEMBERSHIP IN THE NATIONAL ACADEMY OF EDUCATION". National Academy of Education. 2019-02-07. Retrieved 2019-08-13.
  3. Fischer, Karin (2005-07-15). "Bridget Terry Long". The Chronicle of Higher Education. ISSN   0009-5982 . Retrieved 2019-08-13.
  4. "Leading Researcher Bridget Terry Long to Address College Student Access and Success at Los Angeles Event on Jan. 11". www.aera.net. Retrieved 2019-08-13.
  5. "American Economic Association". www.aeaweb.org. Retrieved 2019-08-13.
  6. Bettinger, E. P.; Long, B. T.; Oreopoulos, P.; Sanbonmatsu, L. (2012-08-01). "The Role of Application Assistance and Information in College Decisions: Results from the H&R Block Fafsa Experiment". The Quarterly Journal of Economics. 127 (3): 1205–1242. doi:10.1093/qje/qjs017. ISSN   0033-5533.
  7. Office, U. S. Government Accountability (2009-10-29). "Federal Student Aid: Highlights of a Study Group on Simplifying the Free Application for Federal Student Aid" (GAO-10-29).Cite journal requires |journal= (help)
  8. "Ensuring Access to Higher Education: Simplifying Federal Student Aid for Today's College Student | The U.S. Senate Committee on Health, Education, Labor & Pensions". www.help.senate.gov. Retrieved 2019-08-13.
  9. "Search Funded Research Grants and Contracts - Details". ies.ed.gov. Retrieved 2019-08-13.
  10. "Search Funded Research Grants and Contracts - Details". ies.ed.gov. Retrieved 2019-08-13.
  11. Long, Bridget Terry (2010). "Grading Higher Education: Giving Consumers the Information They Need". Brookings. Retrieved 2019-08-13.
  12. Bettinger, Eric P.; Long, Bridget Terry (2009). "Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?". Journal of Human Resources. 44 (3): 736–771. doi:10.3368/jhr.44.3.736. ISSN   0022-166X. S2CID   197684327.
  13. Boatman, Angela; Long, Bridget Terry (2018). "Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation". Educational Evaluation and Policy Analysis. 40 (1): 29–58. doi: 10.3102/0162373717715708 . ISSN   0162-3737.
  14. Bettinger, Eric P; Long, Bridget Terry (2010). "Does Cheaper Mean Better? The Impact of Using Adjunct Instructors on Student Outcomes". Review of Economics and Statistics. 92 (3): 598–613. doi:10.1162/REST_a_00014. ISSN   0034-6535. S2CID   12119074.
  15. Bettinger, Eric P.; Long, Bridget Terry; Taylor, Eric S. (2016). "When inputs are outputs: The case of graduate student instructors". Economics of Education Review. 52: 63–76. doi: 10.1016/j.econedurev.2016.01.005 .
  16. Bettinger, Eric P.; Long, Bridget Terry (2018). "Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation". Education Finance and Policy. 13 (1): 97–118. doi:10.1162/edfp_a_00221. ISSN   1557-3060. S2CID   57566453.
  17. Long, Bridget Terry (2004). "How Do Financial Aid Policies Affect Colleges? The Institutional Impact of the Georgia HOPE Scholarship". The Journal of Human Resources. 39 (4): 1045–1066. doi:10.2307/3559038. JSTOR   3559038.
  18. Long, Bridget (2003). "The Connection between Government Aid and College Pricing". Journal of Student Financial Aid. 33.
  19. "Golden Quill Award Previous Winners". www.nasfaa.org. Retrieved 2019-08-13.
  20. "Long Recognized with 2021 Spencer Mentor Award". Harvard Graduate School of Education. Retrieved 2021-12-02.