Jeannie Myung

Jeannie Myung
Jeannie Myung
Director of Policy Research,
Policy Analysis for California Education, Stanford University

Jeannie Myung is director of policy research at Policy Analysis for California Education (PACE) at Stanford University, where she oversees the initiation, development, and dissemination of research to inform education policy in California. She was managing director of the research project “Getting Down to Facts II: Current Conditions and Paths Forward for California Schools.” She was previously a program director at the Carnegie Foundation for the Advancement of Teaching, where her work focused on teacher quality, social-emotional learning, and fostering continuous school improvement in networks. Myung has also been a public school teacher. She received her PhD in education, administration and policy analysis, from Stanford University.

updated 2021

Contributing topics
Access, quality & alignment in early childhood education
College access & postsecondary success
Continuous school improvement & support
Education finance
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
Continuous Improvement and Support Systems in California
COVID-19 Recovery
Getting Down To Facts II
Newcomer Education
Organizing Schools to Serve Students with Disabilities
PACE/USC Rossier Voter Poll
Commentary by Jeannie Myung
: Why Aren’t Students Showing Up for School?: Understanding the Complexity Behind Rising Rates of Chronic Absenteeism
: Implementing a Restorative Restart by Planning for the Four Ts: Time, Talent, Training, and Technology/Materials
Jeannie Myung in the Media
Poll: California Voters Worried About Pandemic’s Impact on K–12 Students
 | USC Rossier News
California Voters Give Schools and Teachers Top Grades in Year-End Poll: Survey Finds Agreement That Political and Racial Tensions Have Risen
 | EdSource
Report: Special Education in California an 'Urgent Priority'
 | Education Dive
Publications by Jeannie Myung
In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the
The Impact of the COVID-19 Pandemic on Students and Educational Systems
Critical Actions for Recovery and the Role of Research in the Years Ahead
IES issued a report on the future of education research at the National Centers for Education Research and Special Education Research. The report identifies issues, details new methods and research investments needed in the future. PACE produced a…
Report Hough July21 thumbnail
Californians and K–12 Education Amid COVID-19 Recovery
Views from the 2021 PACE/USC Rossier Poll
Growing inequities and lessons learned during the COVID-19 pandemic together with billions of dollars in new funding present an opportunity to make substantial changes to K–12 education to b
restorative_restart_52021
Restorative Restart
The Path Towards Reimagining and Rebuilding Schools
The COVID-19 pandemic has affected all students; however, its impact has been particularly devastating for students of color, students from low-income families, English learners, and other marginalized children and youth. As transmission rates…
Brief Cover
Continuous Improvement in Schools in the COVID-19 Context
The brief summarizes the PACE report "Enabling Conditions and Capacities for Continuous Improvement," which provides a framework for supporting teaching and learning during the COVID-19 pandemic. The framework emphasizes the importance of rapid…