Jeremy Anderson
Principal Research Manager
Jeremy Anderson, PhD, leads research on K-12 education finance, student achievement and outcome gaps, multilingual learner policy, and equity-focused reforms for CSBA. He authors policy briefs, reports, blogs, and presentations covering pressing educational issues to help produce the research base CSBA uses to advise local school boards and shape its legislative advocacy. Anderson has published research on voluntary integration policies, standards-based reforms, and school finance in the Peabody Journal of Education, the Journal of Education Finance, and Phi Delta Kappan. He's also a regular contributor to CSBA's public-facing publications, writing for the CSBA Blog and California Schools Magazine. Anderson has represented CSBA's research at convenings such as CSBA’s Annual Education Conference, the California Association for Bilingual Educator’s Conference, and American Educational Research Association Conference.
Anderson currently serves as the internal staff lead for CSBA’s SOS for Student Achievement: Closing the State Accountability Gap. This effort aims for the state to adopt a reciprocal role in accountability for student outcomes by better aligning their statewide operations, allowing LEAs to have the support they need to close achievement gaps. In this role, he coordinates and aligns the association’s departments efforts in the campaign.
Before his work at CSBA, Jeremy served as a managing editor for the American Journal of Education and was a 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
The Nation’s Report Card details long-term trends in math and reading (6/26)
Newcomers in California schools (2/26)
How to Access Publicly Available and Reliable Data as a Board Member (1/26)
Transforming a single number to the Dashboard: 25 years of California’s accountability system (Winter, 2025)
Seize the Data: Using Chronic Absence Data to Drive Student Engagement (6/25)
70 years after Brown v. Board of Education and desegregation in California, Blog (5/24)
Waking up to reality: The unintended consequences of mandated later school start times in California
CSBA Superintendents Advisory Council Zero-Emission Bus Survey
Assessing 2023–24 CAASPP scores and achievement gaps (10/24)
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.
Taylor, K., Anderson, J., & Frankenberg, E. (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.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 research brief.