Joshua Childs is an assistant professor in the Educational Policy and Planning program in the Department of Educational Leadership and Policy. His research examines the role of inter-organizational networks and cross-sector collaborations to address complex educational issues. He also investigates collaborative approaches involving organizations (local, state, and national) that have the potential to improve academic achievement and opportunities for students in urban and rural schools. This includes ways to improve student engagement and attendance in school, interscholastic athletics, and expanding educational opportunities through concentrated policy design and implementation.
Joshua graduated from Plano West High School, ran track & field and received a B.A. in Elementary Education from the University of Tulsa, earned an M.A. in Education Foundations, Policy, and Practice from University of Colorado-Boulder, and PhD in Learning Sciences and Policy from the University of Pittsburgh.
Ph.D. in Learning Sciences and Policy, The University of Pittsburgh
M.A. in Educational Foundations, Policy, and Practice, University of Colorado-Boulder
B.A. in History and Elementary Education, University of Tulsa
Examines collaborative approaches involving community organizations and stakeholders that improve academic achievement and reduce opportunity gaps for students. Also studies chronic absenteeism, the role of high school athletics in school settings, and computer science education.
Grooms, A.A. & Childs, J.. (2021). We Need to Do Better by Kids: Changing Routines in US Schools in Response to COVID-19 School Closures. Journal of Education for Students Placed at Risk (JESPAR), 26(2), 135–156. doi:10.1080/10824669.2021.1906251.
Childs, J. & Lofton, R. (2021). Masking attendance: How education policy distracts from the wicked problem (s) of chronic absenteeism. Educational Policy, 35(2), 213–234. doi:10.1177/0895904820986771.
Kearney, C.A. & Childs, J. (2021). A multi-tiered systems of support blueprint for re-opening schools following COVID-19 shutdown. Children and Youth Services Review, 122. (View)
Weiner, J., Francois, C., Stone-Johnson, C. & Childs, J. (2021). Keep Safe, Keep Learning: Principals' Role in Creating Psychological Safety and Organizational Learning During the COVID-19 Pandemic. Frontiers in Education, 5. https://www.frontiersin.org/articles/10.3389/feduc.2020.618483/full?utm_source=miragenews&utm_medium=miragenews&utm_campaign=news.
Childs, J. & Taylor, Z. (2021). Do Charter Schools Outspend Public Schools Online? Evidence from Texas. Journal of School Choice, 1–22. https://www.tandfonline.com/doi/abs/10.1080/15582159.2021.1944737. doi:10.1080/15582159.2021.1944737.
Hodge, E., Childs, J. & Au, W. (2020). Power, brokers, and agendas: New directions for the use of social network analysis in education policy.. Education Policy Analysis Archives..
Alsmadi, I., Taylor, Z.W. & Childs, J. (2020). US News & World Report Best Colleges rankings: Which institutional metrics contribute to sustained stratification?. Scientometrics.
Childs, J. & Taylor, Z.W. (2020). Are the rich getting richer? How school district wealth predicts website traffic expenditures.. Texas Education Review..
Farley, A., Childs, J. & Johnson, O. (2019). Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice. Education Policy Analysis Archives.
Taylor, Z.W.., Childs, J.., Bicak, I.. & Alsmadi, I.. (2019). Is Bigger, Better? Exploring U.S. News Graduate Education Program Rankings and Internet Characteristics. Interchange: A Quarterly Review of Education.
Childs, J. & Grooms, A.A. (2018). Improving School Attendance through Collaboration: A Catalyst for Community Involvement and Change. Journal of Education for Students Placed at Risk (JESPAR), 23(1-2), 122–138. (View)
Childs, J. (2017). Unfinished business: State education agencies and their capacity to lead school turnaround. Enduring Myths That Inhibit School Turnaround.
Childs, J. (2017). What Pittsburgh Is Doing to Ensure Every Child Has a Fighting Chance to Succeed.. National Civic Review, 106(2), 3–9.
Childs, J. & Russell, J.L. (2017). Turning around low-achieving schools: Building state capacity to support improvement through Race to the Top.. Urban Education.
Jimerson, J.B. & Childs, J. (2017). Signal and symbol: How state and local polices address data-informed Practice.. Educational Policy.
Milner, H.R., Laughter, J. & Childs, J. (2016). Developing teacher leadership for equity in urban schools.. Handbook for Urban Educational Leadership..
Russell, J.L., Meredith, J., Childs, J., Stein, M.K. & Prine, D.W. (2015). Designing inter-organizational networks to implement education reform: An analysis of state Race to the Top applications.. Educational Evaluation and Policy Analysis.
Deans Distinguished Equity and Community Service Award, University of Texas at Austin, College of Education (2020 - 2021)
University of Pittsburgh School of Education Outstanding Dissertation Award, University of Pittsburgh School of Education (2016)
Minority Dissertation Fellowship (Declined), American Educational Research Association (2015 - 2016)
David L. Clark Scholar, University Council for Educational Administration (2013 - 2014)
Barbara Jackson Scholar, University Council for Educational Administration (2011 - 2013)
Kendra Montejos Edwards, Ph.D., expected 2022 (Supervisor)
The various factors in the p-16 system that impact the access to higher education for Latinx students. The educational experiences and policies regarding undocumented students.
Danielle Lindo (Supervisor)
Dani's research interests center on gentrification, neoliberal housing policies, residential segregation, school segregation, and teacher labor markets.
Evelyn Ambriz (Committee Member)
Social Reproduction, Race, Equity, Diversity, Higher Education
