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Jeffrey Grigg: SOE Faculty 

Jeffrey Grigg PhD

Assistant Professor
2701 N. Charles St.
Suite 300
Baltimore MD, 21218


Jeffrey Grigg is an assistant professor affiliated with the Center for Social Organization of Schools and Baltimore Education Research Consortium (BERC) at the Johns Hopkins School of Education. He recently completed a two-year postdoctoral fellowship with BERC and the Science Achievement in Baltimore Elementary Schools (SABES) project. His research interests include student mobility and transitions, intergenerational inequality, student non-cognitive skills, teacher professional development and causal inference in real-world settings. 

He operated a summer and afterschool academic enrichment program in New Haven, Conn., as well as taught middle and high school English in New Haven and London. His recent work has been published in Sociology of Education; Educational Evaluation and Policy Analysis; and Journal of Educational Psychology.

He holds M.S. degrees in both sociology and educational leadership and policy analysis and a Ph.D. in sociology from the University of Wisconsin, where his graduate training was supported by a fellowship from the U.S. Department of Education’s Institute of Education Sciences.  


Ph.D.: Sociology, University of Wisconsin, 2014
M.S.: Sociology, University of Wisconsin, 2008
M.S., Educational Leadership and Policy Analysis, University of Wisconsin, 2006
B.A., English, Yale University, 1999

Courses Taught

Basic & Inferential Statistics

Grants and Contracts Awarded

Recent Publications and Presentations

Hanselman, Paul, Christopher S. Rozek, Jeffrey Grigg, and Geoffrey D. Borman. In press. “New Evidence on Self-affirmation Effects and Theorized Sources of Heterogeneity from Two Cohorts in a Large-scale Replication.” Journal of Educational Psychology. doi: 10.1037/edu0000141
Hanselman, Paul, Jeffrey Grigg, Sarah K. Bruch, and Adam Gamoran. 2016. “The Consequences of Principal and Teacher Turnover for School Social Resources.” Research in the Sociology of Education, 19, 49-89.
Borman, Geoffrey D., Jeffrey Grigg, and Paul Hanselman. 2016. “An Effort to Close Achievement Gaps at Scale through Self-Affirmation.” Educational Evaluation and Policy Analysis 38(1), 21-42. doi: 10.3102/0162373715581709
Grigg, Jeffrey, and Geoffrey D. Borman. 2014. “Impacts and Alternatives: Evidence from an Elementary Charter School Evaluation.” Journal of School Choice: International Research and Reform, 8(1), 69-93, doi:  10.1080/15582159.2014.875413
Liou, Yi-Hwa, Jeffrey Grigg, and Richard Halverson. 2014. “Leadership and the Design of Data-Driven Professional Networks in Schools.” International Journal of Educational Leadership and Management, 2(1), 29-73, doi:
Grigg, Jeffrey, Kimberle A. Kelly, Adam Gamoran, and Geoffrey D. Borman. 2013. “Effects of Two Scientific Inquiry Professional Development Interventions on Teaching Practice.” Educational Evaluation and Policy Analysis 35(1), 38-56, doi: 10.3102/0162373712461851.
Grigg, Eliot, Andrew Palmer, Jeffrey Grigg, Peter Oppenheimer, Tim Wu, Axel Roesler, Bala G. Nair, and Brian K. Ross. 2013. “Randomised Trial Comparing the Recording Ability of a Novel, Electronic Emergency Documentation System with the AHA Paper Cardiac Arrest Record.” Emergency Medicine Journal. doi:10.1136/emermed-2013-202512
Grigg, Jeffrey. 2012. “School Enrollment Changes and Student Achievement Growth: A Case Study in Educational Disruption and Continuity.” Sociology of Education 85(4), 388-404, doi: 10.1177/0038040712441374.
Borman, Geoffrey D., and Jeffrey A. Grigg. 2009. “The Visual and Narrative Interpretation of Research Syntheses.” In The Handbook of Research Synthesis and Meta-Analysis [2nd ed.] (H. Cooper, L. Hedges, & J. Valentine, eds.), 497-
519. New York: Russell Sage Foundation.
Halverson, Richard, Jeffrey Grigg, Reid Prichett, and Christopher Thomas. 2007. “The New Instructional Leadership: Creating Data-Driven Instructional Systems in Schools.” Journal of School Leadership 17(2), 159-194. Reprinted in: Journal of School Leadership, Special Issue: Celebrating 25 Years. 2015. 25(3), 447-481.

Complete CV