Janelle Scott is a Professor at the University of California, Berkeley in the Graduate School of Education and African American Studies Department. She holds the Robert J. and Mary Catherine Birgeneau Distinguished Chair in Educational Disparities. Scott earned a Ph.D. in Education Policy from the University of California, Los Angeles Graduate School of Education and Information Studies, and a B.A. in Political Science from the University of California, Berkeley. Prior to earning her doctorate, she taught elementary school in Oakland, Calif.
Her research explores the relationship between education, policy, and equality of opportunity, and centers on three related policy strands: the racial politics of public education, the politics of school choice, marketization, and privatization, and the role of elite and community-based advocacy in shaping public education. Her work has appeared in several edited books and journals, including the Peabody Journal of Education, Educational Policy, American Educational Research Journal, and Harvard Educational Review. She is the editor of School choice and diversity: What the evidence says (2005, Teachers College Press).
Scott, J., Moses, M.S., Finnigan, K.S., Trujillo, T., & Jackson, D.D. (2017). Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do About It. Boulder, CO: National Education Policy Center. http://nepc. colorado.edu/publication/law-and-order.
Trujillo, T., Scott, J. & Rivera, M. (2017). Follow the yellow brick road: Teach For America and the making of educational leaders. American Journal of Education.
Scott, J., DeBray, E., Lubienski, C., LaLonde, P., Castillo, E. & Owens, S. (2017). Urban regimes, intermediary organization networks, and research use: Patterns across three school districts. Peabody Journal of Education, DOI:10.1080/0161956X.2016.1264800.
Scott, J. & Holme, J. (2016). The political economy of market-based educational policies: Race and reform in urban school districts, 1915 to 2016. Centennial Issue: Review of Research in Education. Volume 40, pp. 250-295.
Scott, J., Trujillo, T. & Rivera, M. (2016). Reframing Teach For America: A conceptual framework for the next generation of scholarship. Education Policy Analysis Archives, 24(12). http://dx.doi.org/10.14507/epaa.24.2419.
For additional publications, see: http://berkeley.academia.edu/Janellescott
Interests and Professional Affiliations
Policy Analysis and Evaluation
Politics of Education
Race and Schooling