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Deanna Hill

Deanna Hill, J.D., Ph.D.

Assistant Clinical Professor and Program Director, Higher Education
dh385@drexel.edu
904-239-1127

Program Affiliation:

M.S., Higher Education


Education:

Ph.D., University of Pittsburgh, School of Education
J.D., B.A., and Certificate in African Studies, University of Iowa

Areas of Expertise:

  • Higher education
  • International education
  • Education law
  • Education policy

Research Interests:

  • Education law and politics
  • Access and equity
  • Critical Race Theory
  • Global and international education

Professional Experience:

  • West Wind Education Policy, Inc.
  • HighPoints Learning, Inc.
  • Georgia Department of Education
  • Center on Education Policy
  • University of Pittsburgh
  • RAND Corporation
  • Clark, Thomas, & Winters, P.C.

Publications:

  • Hill, D., Stumbo, C. & Hansen, D. (2011).  The Teacher Performance Assessment Consortium: Policy considerations for participating states.  Washington, DC: Council of Chief State School Officers.
  • Hill, D., Stumbo, C., Paliokas, K, Hansen, D., & McWalters, P. (2010, July). State policy implications of the Model Core Teaching Standards. Washington, DC: Council of Chief State School Officers.
  • Minnici, A. & Hill, D. (2007, September).  Engaging in the struggle of educating for democracy.  Teaching Education, 18(3), pp. 201-215.  New York, NY: Taylor & Francis/Routledge.
  • Hill, D. (2007, July 19).  School district perspectives on state capacity (supplement to Educational architects: Do state education agencies have the tools necessary to implement NCLB?  A report in the series From the capital to the classroom: Year 5 of the No Child Left Behind Act).  Washington, D.C.: Center on Education Policy.
  • Minnici, A., & Hill, D. (2007, May 9).  Educational architects:  Do state education agencies have the tools necessary to implement NCLB?  A report in the series From the capital to the classroom: Year 5 of the No Child Left Behind Act.  Washington, D.C.: Center on Education Policy.
  • Hill, D. (2005).  Review of the book “Turning back: The retreat from racial justice in American thought and policy.”   Educational Studies, 38(2).  San Francisco, CA: Caddo Gap Press.
  • Gill, B., Hamilton, L.S., Lockwood, J.R., Marsh, J., Zimmer, R., Hill, D., & Pribesh, S. (2005).  Inspiration, perspiration, and time: Operations and achievement in Edison Schools.  Santa Barbara, CA: RAND Corporation.
  • Gill, B., Hamilton, L.S., Lockwood, J.R., Marsh, J., Zimmer, R., Hill, D., & Pribesh, S. (2004).  A decade of entrepreneurship in education: A look at Edison Schools’ improvement strategies and their effect on student achievement.  Santa Barbara, CA: RAND Corporation.
  • Gill, B., Christina, R., Clothey, R., & Hill, D. (2003, September).  Student performance in the Pittsburgh Public Schools.  Santa Barbara, CA: RAND Corporation.
  • Hill, D., Stumbo, C. & Riggan, B. (2012, April).  Measuring what we value: Racial equity and educator evaluation.  American Educational Research Association, Vancouver, B.C.
  • Hill, D. (2011, April).  Discussant, Collaborating to improve teacher quality: Insights, challenges and opportunities.  American Educational Research Association, New Orleans, Louisiana.
  • Hill, D. & Stumbo, C. (2010, April).  Colorblindness par excellence in the Obama era: Towards a color conscious approach to ESEA.  Fourth Annual Critical Race Studies in Education Conference. Salt Lake City, Utah.
  • Stumbo, C. & Hill, D. (2009, November). Problematizing achievement gaps: Recommendations for the National Assessment Governing Board (invited presentation for the Reporting and Dissemination Committee). Raleigh, North Carolina.
  • Hill, D. (2009, August).  Eliminating racial micro-aggressions. Unleashing Knowledge and Innovation for the Next Generation of Learning Summit. Tamaya, New Mexico. 
  • Hill, D. (2009, April).  Commentator, “The time is now: Examining the leaking education pipeline through a CRT perspective.”  CRT 20: Honoring Our Past, Charting Our Future.  University of Iowa, Iowa City, Iowa.