Associate Professor

2110B Benjamin Building
University of Maryland
College Park, MD 20742
(301) 405-5580
jkr@umd.edu

Ph.D., Cornell University
Joined faculty in 1995.

Teaching and Research Interests

Dr. Jennifer King Rice is an Associate Professor in the Department of Education Policy and Leadership at the University of Maryland. She earned her Ph.D. from Cornell University. Prior to joining the faculty at Maryland, Dr. Rice was a researcher at Mathematica Policy Research in Washington D.C. Her research interests include education policy, education productivity, cost analysis applications to education, and educational reforms for at-risk students. Her publications and presentations have precipitated invitations to share her expertise with various organizations including the US Department of Education, the Maryland State Department of Education, the New York State Board of Regents, the Maryland State Attorney General's Office, the National Center for Education Statistics, and the Society of Government Economists.

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• Roellke, C.F. & Rice, J.K. (2003). Fiscal Policy in Urban Education. Greenwich, CT: Information Age Publishing.

• Rice, J.K. (2003). The incidence and impact of teacher professional development: Implications for education productivity. In M. Plecki & D. Monk (Eds.), School finance and teacher quality: Exploring the connections, 2003 Yearbook of the American Education Finance Association (pp. 111-136). Larchmont, NY: Eye on Education.



• Rice, J.K. (2003). Investing in teacher quality: A framework of estimating the cost of teacher professional development. In W. Hoy & C. Miskel (Eds.), Theory and research in educational administration, volume 2 (pp. 209-233). Greenwich, CT: Information Age Publishing, Inc.



• Allgood, W. & Rice, J.K. (2002). The adequacy of urban education: Focusing on teacher quality. In C.F. Roellke & J.K. Rice (Eds.), Fiscal policy issues in urban education (pp. 155-180). Greenwich, CT: Information Age Publishing, Inc.



• Rice, J.K. & Roellke, C.F. (2002). Fiscal policy in urban education: Lessons learned and implications for research. In C.F. Roellke & J.K. Rice (Eds.), Fiscal policy issues in urban education (pp.253-257). Greenwich, CT: Information Age Publishing, Inc.



• Roellke, C.F. & Rice, J.K. (2002). Research in education fiscal policy and practice: A focus on urban schools. In C.F. Roellke & J.K. Rice (Eds.), Fiscal policy issues in urban education (pp. 3-7). Greenwich, CT: Information Age Publishing, Inc.



• Rice, J.K. (2002). Making economically-grounded decisions about comprehensive school reform models: Considerations of costs, effects, and contexts. In M.C. Wang & K.K. Wong (Eds.), Efficiency and equity issues in Title I schoolwide program implementation (pp. 29-55). Greenwich, CT: Information Age Publishing, Inc.



• Rice, J.K. (2002). Making the evidence matter: Implications of the class size research debate for policy makers. In L. Mishel & R. Rothstein (Eds.), The class size policy debate (pp. 89-94). Washington, D.C. Economic Policy Institute.



• Rice, J.K. (2002). Cost analysis in education policy research: A comparative analysis across fields of public policy. In. H.M. Levin & P. McEwan (Eds.), Cost-effectiveness analysis in education: Progress and prospects, 2002 Yearbook of the American Education Finance Association (pp. 21-36). Larchmont, NY: Eye on Education.



• Rice, J.K. (2001). Moving toward an adequate education for all students in Maryland: The 2001 state of the state. In C.F. Roellke (Ed.), In search of a more equitable and efficient education system: The state of the states and provinces 2001 (pp. 9-14). Poughkeepsie, NY: Vassar College.



• Rice, J.K. (2001). Illuminating the black box: The evolving role of education productivity research. In S. Chaikind & W. Fowler (Eds.), Education finance in the new millennium, 2001 Yearbook of the American Education Finance Association (pp. 121-138). Larchmont, NY: Eye on Education.



• Rice, J.K. (2001). Tracking education finance in Maryland: The 2000 state of the state. In M. Plecki (Ed.), School finance at the start of the millennium: The state of the states and provinces 2000 (pp.85-91). Seattle, WA: University of Washington.



• Rice, J.K., Brooks, S.A., & Kozlowski, C.E. (2001). Public school finance program in Maryland. In C. Sielke, J. Dayton, C.T. Holmes, & A. Jefferson (Eds.), Public school finance programs of the United States and Canada, 1998-1999. Washington, D.C.: National Center for Education Statistics.



• Rice, J.K. & Brent, B.O. (2000). Costs and budgeting for success. In B.C. Clewell and A.M. Villegas (Eds.), Building effective programs for preparing new teachers from new sources (pp.36-40). Washington, D.C.: The Urban Institute.



• Rice, J.K. (1999). School finance policy issues in Maryland: The state of the state. In B. Brent. The political economy of education: The state of the states and provinces, 1999. p. 93-100. Rochester, NY: Warner Graduate School of Education.



• Monk, D.H. & Rice, J.K. (1999). Modern education productivity research: Emerging implications for the financing of education. In B. Fowler, Selected papers in school finance, 1999, p. 111-139, Washington D.C.: U.S. Department of Education, Office of Educational Research and Improvement.



• Rice, J.K. (1998). Economic evaluation of cultural programs. In B. Finkelstein et al. Discovering culture in education: An approach to cultural education program evaluation. Washington D.C.: ERIC Clearinghouse of Assessment and Evaluation.



• Rice, J.K. (1996). Cost-effectiveness as a basic concept. In R. Berne (ed.), New York State Board of Regents Study on cost-effectiveness in education: Final report. New York: The University of the State of New York.



• Monk, D.H. & King, J.K. (1994). Multilevel teacher resource effects on pupil performance in secondary mathematics and science: The case of teacher subject-matter preparation. In R. Ehrenberg (ed.), Choices and consequences: contemporary policy issues in education, pp.29-58. Ithaca, NY: ILR Press.



• Monk, D.H. & King, J.A. (1993). Cost analysis as a tool for educational reform. In S.L. Jacobson and R. Berne (eds.), Reforming education: The emerging systemic approach, pp.131-152. Thousand Oaks, CA: Corwin.

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• *Rice, J.K. & Croninger, R.G. (submitted for review). Resource generation, reallocation, or depletion: A multidisciplinary analysis of the impact of school reconstitution on local capacity. Leadership and Policy in Schools.



• *Rice, J.K. & Malen, B. (in press). The human costs of education reform: The case of school reconstitution. Educational Administration Quarterly.



• *Rice, J.K. & Brent, B.O. (2002). An alternative avenue to teacher certification: A cost analysis of the Pathways to Teaching Careers Program. Journal of Education Finance, 27(2), 1029-1048.



• *Rice, J.K. Croninger, R. & Roellke, C.F. (2002). The effect of block scheduling high school mathematics courses: Implications for education productivity. Economics of Education Review 21(6), 599-607.



• *Rice, J.K. (2001). Explaining the negative impact of the transition from middle to high school on student performance in mathematics and science. Education Administration Quarterly 37(3), 372-400.



• *Rice, J.K. (2001). The cost of working together: A framework for estimating the costs of comprehensive support systems for children. Administration & Society, 33(4), 455-479.



• *Rice, J.K. (2001). Fiscal implications of new directions in teacher professional development. School Business Affairs, 67(4), 19-24.



• *+Rice, J.K. (1999). The impact of class size on instructional strategies and the use of time in high school mathematics and science courses. Educational Evaluation and Policy Analysis, 21(2), 215-130.



• *Rice, J.K. (1997). Cost analysis in education: Paradox and possibility. Educational Evaluation and Policy Analysis, 19(4), 309-317.



• *Rice, J.K. (1997). The disruptive transition from middle to high school: Opportunities for linking policy and practice. Journal of Education Policy, 12(5), 403-417.

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• Rice, J. (2001). Quality counts, but what counts as teacher quality? Evidence to enhance productivity, equity, and adequacy in public education. Paper prepared for the Economic Policy Institute, Washington, D.C.



• Rice, J.K. (2001). Cost framework for teacher preparation and professional development. Paper prepared for The Finance Project, Washington, D.C.



• Jacobson, J, Olsen, C., Rice, J.K., Sweetland, S., & Ralph, J. (2001). Educational achievement and black-white inequality. Report prepared for the National Center for Education Statistics, U.S. Department of Education. Washington, D.C.: Mathematica Policy Research.



• Finkelstein, B., Malen, B., Muncey, D., Rice, J.K., Croninger, R.C., Briggs, L., Jones, D.R., & Thrasher, K. (2000). Caught in contradictions: The first two years of the Twenty-First Century Schools Initiative. Report prepared for the University of Maryland, College Park/Prince George's County partnership. College Park, MD: University of Maryland.



• Rice, J.K. & Brent, B.O. (2000). A cost analysis of the Pathways to Teaching Careers Program. Report prepared for the DeWitt Wallace Readers Digest Fund. Washington D.C.: The Urban Institute.



• Finkelstein, B., Malen, B., Croninger, R.C., Rice, J.K., Mourad, R.F., Snell, J., & Thrasher, K. (1998). In the Early Stages of Reform: A Composite Profile of Three Twenty-First Century Schools. Report prepared for the University of Maryland, College Park/Prince George's County partnership. College Park, MD: University of Maryland.



• Decker, P.T., Rice, J.K., Moore, M.T, & Rollefson, M.R. (1997). Education and the economy: An indicators report. Report prepared for the National Center for Education Statistics, U.S. Department of Education. Washington, D.C.: Mathematica Policy Research.



• Rice, J.K. (1995). Conceptualizing the costs of comprehensive, community-based support systems for children. Washington D.C.: The Finance Project.

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• Teacher quality vs. teacher quantity? Unpacking the economic trade-offs. American Education Finance Association, Orlando, FL, March 27-29, 2003.



• The Impact of Teacher Qualifications on Elementary Student Achievement. American Education Finance Association, Orlando, FL, March 27-29, 2003. (second author with Robert Croninger).



• Strengthening Incentives, Diluting Capacity: An Analysis of the Initial Effects of High Stakes Accountability Initiatives on Local Schools. American Education Finance Association, Orlando, FL, March 27-29, 2003. (second author with Betty Malen).



• Getting more qualified teachers: An economic analysis of two policy alternatives. American Educational Research Association, New Orleans, LA, April 1-5, 2002.



• The human costs of education reform: The case of school reconstitution. American Education Finance Association, Albuquerque, NM, March 7-9, 2002. (first author with Betty Malen).



• The adequacy of urban education: Focusing on teacher quality. American Education Finance Association, Albuquerque, NM, March 7-9, 2002. (second author with Whitney Allgood).



• +The media and educational research: What we know versus what the public hears. American Education Research Association, Seattle, WA, April 10-14, 2001. (Organized with Patricia Alexander).



• Resource generation, reallocation, or depletion: A multi-disciplinary analysis of the impact of school reconstitution on local capacity. American Education Finance Association, Cincinnati, OH, March 22-24, 2001.



• +Illuminating the black box: The evolving role of education productivity research. American Education Finance Association, Cincinnati, OH, March 22-24, 2001.



• An alternative avenue to teacher certification: A cost analysis of the Pathways to Teaching Careers Program. American Education Finance Association, Cincinnati, OH, March 22-24, 2001.



• Resource generation, reallocation, or depletion: The impact of school reconstitution on local capacity. American Educational Research Association, New Orleans, LA, April 24-28, 2000. (first author with Robert G. Croninger).



• Class size reduction from an economic/finance perspective - Is it worth the money? Symposium presentation. American Education Finance Association, Austin, TX, March 2000.
  
• The Impact of Teacher Professional Development on Student Achievement and Teaching Practices: Implications for Education Productivity. Paper prepared for the 1999 NCES/AEFA New Scholars Program. American Education Finance Association, Austin, TX, March 2000.
  
• Making the evidence matter: Implications of the class size research debate for policy makers. Economic Policy Institute seminar, "Investing in Smaller Class Size: Focusing the Debate," National Press Club, Washington, D.C., October 19, 2000.
  
• Lessons learned from implementation of the class size reduction reform strategy. National invitational conference on "How Small Classes Help Teachers Do Their Best" sponsored by the U.S. Department of Education and Laboratory for Student Success, Washington, D.C., December 6-7, 1999.
  
• Making economically-grounded decisions about comprehensive school reform models: Considerations of costs, effects, and contexts. Paper prepared for national invitational conference on "Effective Title I Schoolwide Program Implementation" sponsored by the Laboratory for Students Success at the Temple University Center for Research in Human Development and Education, Alexandria, VA, May 10-11, 1999.
  
• The stock and flow of resources for the improvement of teaching: An economic analysis. American Education Research Association. Montreal, Canada, April 19-23, 1999.
  
• +School finance policy issues in Maryland: The state of the state. American Education Research Association. Montreal, Canada, April 19-23, 1999.
  
• Mandating Miracles: The implementation of a district-initiated reconstitution reform. American Education Research Association. Montreal, Canada, April 19-23, 1999.
  
• Recent trends in the theory and practice of teacher professional development: Implications for cost. American Education Finance Association. Seattle, WA, March 18-20, 1999.
  
• Modern Education Productivity Research: Emerging Implications for the financing of education. American Education Finance Association. Mobile, AL, March 12-14, 1998 (with David Monk).
  
• The effects of block scheduled mathematics classes on student achievement and instructional practices: Some preliminary results. American Education Finance Association. Mobile, AL, March 12-14, 1998.

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• Research Associate, Economic Policy Institute, Washington, D.C. Project titles: (1) Policies to enhance teacher quality, and (2) Tracking educational expenditures. 2002-2003.



• Co-Principal Investigator. Project title: National Board Certification as professional development: Pathways to success. Joint project with The Finance Project funded by the National Board for Professional Teaching Standards.



• Fellow, National Academy of Education/Spencer Postdoctoral Fellowship Program. Project title: An economic analysis of teacher quality versus teacher quantity: Tensions and trade-offs. 2001-2003.



• Research Associate, Economic Policy Institute, Washington, D.C. Project title: Review of research on teacher quality indicators. 2000-2001.



• Co-Principal Investigator, National Partnership for Excellence and Accountability in Education, Sub-contract for a study of the development of schools as learning communities. Funded by the Office of Education Research and Improvement of the U.S. Department of Education, RFP #97-010, 1998-1999.



• Researcher, Study of Prince George’s County Twenty-First Century Schools Initiative. Funded by a partnership between Prince George’s County School District and the University of Maryland at College Park, 1998-2000.



• Co-Principal Investigator, Contract with the U.S. Department of Education National Center for Education Statistics to conduct a study of education productivity research (second with David Monk), 1998-99.



• Researcher, Evaluation of the United States-Japan Foundation pre-college education programs. Funded by the US-Japan Foundation, 1996.

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• American Education Finance Association, 1992-
      Member of the Board of Directors, 2002-
      Member of the Board of Directors, 1997-2000
      Chair, Research Initiative Award Committee, 1999-2000



• American Educational Research Association, 1992-
      Chair, Division L Program Committee, 2000-2001
      Chair, Division L, Section 4 Program Committee, 1999-2000
      Co-chair, Division A, Section 3 Program Committee, 1996-97

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• 2001-2003 National Academy of Education/Spencer Foundation Post-doctoral Research Fellow
  
• 1999 American Education Finance Association/National Center for Education Statistics New Scholars Award
  
• 1994 Julian E. Butterworth Award for Outstanding Dissertation Proposal, Cornell University, Department of Education, Ithaca, NY

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• Member of the U.S. Department of Education National Center for Education Statistics Technical Planning Panel on Education Finance. 1996 -
  
• Member of the Review Panel for the U.S. Department of Education Office of Educational Research and Improvement (OERI) Inventory of Funded Research Products, 2000.
  
• Chair of the Sub-committee on Resources and Finance for the Maryland State Department of Education Academic Intervention Initiative Steering Committee, 1998-1999
  
• Member of the Advisory Committee on Performance-Based Assessment for Principal Candidates. Task force appointed by the Maryland State Superintendent of Schools. 1996-1997.
  
• State of Maryland Attorney General's Office, Expert consultant in the court cases of Bradford, et al. v. Maryland State Board of Education, et al. and Board of School Commissioners v. Maryland State Board of Education, et al., 1996.
  
• Editorship:
  • Information Age Publishing book series: Research in Education Fiscal Policy and Practice, 2000-
• Editorial Boards:
  • International Journal of Educational Research, 2000-
  • Leadership and Policy in Schools, 2000-

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Dr. Rice's Curriculum Vitae

• EDPL 615 Economics of Education
• EDPL 676 School Finance and Business Administration
• EDPL 742 Philosophical and Ethical Dimensions of Education Policy and Leadership
• EDPL 766 Managing Productive Schools

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