Huriya Jabbar

Ph.D. in Educational Policy (Organization, Measurement and Evaluation), University of California, Berkeley

M.A. in Economics, New School for Social Research

B.A. in Economics, University of California, Santa Cruz

Examines the social and political dimensions of market-based reforms and privatization in education, including school choice and decision-making in K-12 and higher education contexts.

Jabbar, H., Cannata, M., Germain, E. & Castro, A. (2019). It's who you know: The role of social networks in a changing labor market. American Educational Research Journal. doi:https://doi-org.ezproxy.lib.utexas.edu/10.3102/0002831219879092.

Jabbar, H., Castro, A. & Germain, E. (2019). To switch or not to switch? The influence of school choice and labor market segmentation on teachers' job searches. Educational Evaluation and Policy Analysis, 41(3), 375–399.

Jabbar, H., Fong, C., Germain, E., Li, D., Sanchez, J., Sun, W. & Devall, M. (2019). The competitive effects of school choice on student achievement: A systematic review. Educational Policy. doi:https://journals-sagepub-com.ezproxy.lib.utexas.edu/doi/full/10.1177/0895904819874756.

Jabbar, H. (2017). Recruiting "talent": School choice and teacher hiring in New Orleans.. Educational Administration Quarterly. (View)

Holme, J., Jabbar, H., Germain, E. & Dinning, J. (2017). Rethinking teacher turnover: Developing new measures of instability in schools. Educational Researcher. (View)

Jabbar, H. (2016). Between structure and agency: Contextualizing school leaders' strategic responses to market pressures. American Journal of Education, 122(3), 399–431.

Jabbar, H. (2016). The visible hand: Markets, politics, and regulation in post-Katrina New Orleans schools. Harvard Education Review, 86(1), 1–26.

Jabbar, H. (2015). Competitive networks and school leaders' perceptions: The formation of an education marketplace in post-Katrina New Orleans. American Educational Research Journal, 52(6), 1093–1131. (View)

Jabbar, J. (2015). "Every kid is money": Market competition and school leader strategy. Educational Evaluation and Policy Analysis, 37(4), 638–659. (View)

Jabbar, H. (2015). "Drenched in the past": The evolution of market-oriented reforms in New Orleans. Journal of Education Policy, 30(6), 751–722.

Scott, J., Jabbar, H., Goel, P., DeBray, E. & Lubienski, C. (2015). Evidence use and advocacy coalitions: Intermediary organizations and philanthropies in Denver, Colorado. Education Policy Analysis Archives, 23(124), 1–23. http://epaa.asu.edu/ojs/article/view/2079.

Scott, J. & Jabbar, H. (2014). The hub and the spokes: Foundations, intermediary organizations, incentivist reforms, and the politics of research evidence. Educational Policy, 28(2), 233–257.

DeBray, E., Scott, J., Lubienski, C. & Jabbar, H. (2014). Intermediary organizations in charter school policy coalitions: Evidence from New Orleans. Educational Policy.

Jabbar, H. (2013). The case of "payment-by-results": Re-examining an incentive program in 19th-century English schools. Journal of Educational Administration and History, 45(3), 220–243.

Jabbar, H. (2011). The behavioral economics of education: New directions for research. Educational Researcher, 40(9), 446–453. (View)

Jabbar,, H.., Serrata, C.., Epstein, E.. & Sanchez, J.. (n.d.). "Échale ganas": Family and community support of Latino/a community college students' transfer to four-year universities. Journal of Latinos and Education.

Outstanding Reviewer Award, Educational Evaluation and Policy Analysis, American Educational Research Association (2017)

Postdoctoral Fellow, National Academy of Education / Spencer Foundation (2016)

Dissertation Award, AERA Division L (Policy & Politics) (2015)

Dissertation Award, AERA Division A (Administration, Organization, & Leadership) (2015)

Dissertation Award, Politics of Education Association (2015)

Outstanding Doctoral Research Award, Emerald/EFMD (2014)

Dissertation Fellow, National Academy of Education / Spencer Foundation (2013 - 2014)

David Clark Scholar, University Council for Educational Administration (2011 - 2012)

Lebon D James, Ph.D., expected 2022 (Supervisor)
His research examines the role of principals, K-12 educational leadership preparation, and school improvement.

Michael R Scott, Ph.D., expected 2020 (Committee Member)
Michael's research interests include the intersection of schools and communities, children's geographies, and methodology.

Kaitlin R Bernell, Ph.D., expected 2020 (Committee Member)
Kaitlin's research interests lie at the intersection of higher education, policy, and economics with a particular focus on state-level polices and practices. Research areas of interest include the connection among high school preparation, postsecondary education, and labor market outcomes within Texas, how characteristics of students and/or institutions affect postsecondary persistence and completion, and patterns in high school and postsecondary course consumption as it relates to Texas state policy.

Wesley L Edwards, Ph.D., expected 2020 (Supervisor)
Dissertation: Retention and Mobility Patterns for Teachers of Color in Texas: Examining Variation by Teacher and Campus Characteristics. Edwards's dissertation investigates career trajectories for teachers of color within Texas's 20 largest school districts. Drawing on ten years of administrative state data, his study seeks to better understand the drivers of teacher retention and mobility. Using new conceptualizations of both human capital and campus work environment variables, his findings will better inform policies aimed at improving...

Jessica J Fry, Ph.D., expected 2020 (Committee Member)
Jessica's research and teaching philosophy are intertwined, with an overarching goal of creating a greater sense of educational belonging for all students. This means challenging educators to reconsider who a "traditional" college student is, understanding what success means to different groups of students, and elevating those voices that have long been silenced.

Ka'rin Thornburg, Ph.D., expected 2020 (Committee Member)
Ka'rin's research and professional interests include examining and amplifying underrepresented student perspectives and experiences at PWIs and employing strategic policies and practices in admissions, student success, and enrollment management that foster diverse, equitable, and inclusive higher education environments with an emphasis on access and success for Black/African American, low-income, and other marginalized students.

Edgar Manuel Torres (Committee Member)

Emily K Germain (Supervisor)
Emily's research focuses on systemic inequality and education reform, the socio-cultural politics of education, and the relationship between cities and schools and communities.

Priscilla S Aquino-Garza (Supervisor)

Sissi D O'reilly (Committee Member)
My current dissertation research seeks to understand and interpret how principal leadership intersects with social network theory in order to effectively enact school improvement and changes through development of culture, communication, and leadership behaviors in a network context using qualitative research methods and social network analysis of principal ego-networks. These investigations will participate in the discourse regarding the manifestations of power dynamics in school leadership, the contexts in which school reform decisions are made, and...

Elif Yucel (Supervisor)
College Access and Completion for Historically Marginalized Student Populations, Community College Student Retention and Persistence, Federal and State Financial Aid Policies, High School and Community College FAFSA Access and Completion, School-to-Prison-Pipeline Issues, Juvenile Justice Education Programs, Qualitative Methods; Social Network Analysis; Tuition Tax Credits

Rachel W Boggs (Supervisor)

Alden C Jones (Committee Member)

Olivia A Johnson (Committee Member)
Care Theory & Care Ethics, Policy Meaning-Making, Socioeconomic Stratification