Jeremy Anderson
Principal Research Manager
Jeremy Anderson, Ph.D., focuses his primary research on K-12 education finance, multilingual learner policy and equity-related reforms. While at CSBA, Jeremy has authored policy briefs, reports, blogs and presentations on a wide variety of topics, including federal COVID relief funding, universal transitional kindergarten and statewide enrollment and assessment data. He has published research on voluntary integration policies, standards-based reforms, and school finance in the Peabody Journal of Education, Journal of Education Finance, and Phi Delta Kappan. Before joining CSBA, Jeremy was a high school social studies teacher in western Pennsylvania. He holds a Ph.D. in educational theory and policy from Pennsylvania State University and a Master of Arts in teaching from the University of Pittsburgh.
CSBA publications
Beyond the spreadsheets: Insights from California education leaders on utilizing COVID-19 relief funding (9/22)
Unprecedented Times, Unprecedented Responses: An analysis of federal COVID-19 relief fund spending in California public schools (7/22)
Asian American and Pacific Islander Students in Focus: Demographics and Enrollment Data (5/21)
Asian American and Pacific Islander Students in Focus: Experiences During the COVID-19 Pandemic (5/21)
Other publications
Anderson, J., & Frankenberg, E. (2019). Voluntary integration in uncertain times. Phi Delta Kappan, 100(5), 14-18.
Kendra Taylor, Jeremy Anderson & Erica Frankenberg (2019) School and Residential Segregation in School Districts with Voluntary Integration Policies, Peabody Journal of Education, 94:4, 371-387.
Gamson, D A., Eckert S. A., & Anderson, J. (2019). Standards, instructional objectives and curriculum design: A Complex Relationship. The Phi Delta Kappan., 100(6), 8-12.
Frankenberg, E., Anderson, J., & Taylor, K. (2017). Voluntary integration in U.S. school districts, 2000-2015. Center for Education and Civil Rights.