Julie A. Marsh

Julie Marsh
Julie A. Marsh
Professor of Education Policy,
University of Southern California

Julie A. Marsh is professor of education policy in the Rossier School of Education and the Sol Price School of Public Policy at the University of Southern California; she is also codirector of the USC Center on Education Policy, Equity, and Governance. Marsh specializes in research on K–12 policy and governance, blending perspectives in education, sociology, and political science. Her work focuses on accountability and instructional policy, with particular attention to the process and politics of adoption and implementation, and to the ways in which policies shape practice in urban settings. A second major strand of her research examines educational governance and efforts to decentralize and democratize decision-making. She is outgoing coeditor of the journal Educational Evaluation and Policy Analysis. Marsh received her PhD in education administration and policy analysis from Stanford University.

updated 2022

Publications by Julie A. Marsh
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 better serve all students in California. In May 2021, PACE…
Insights from California's Local Control Funding Formula
This policy brief uses the case of California’s Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. It provides clarity around who is…
Views from the 2020 PACE/USC Rossier Poll
With important state and national elections looming, where do California voters stand on some of the major education policy issues of the day? This report examines findings from the 2020 PACE/USC Rossier Poll of California voters. The poll…
Conditions Shaping Educators’ Use of Social-Emotional Learning Indicators
Researchers have amassed considerable evidence on the use of student performance data (e.g., benchmark and standardized state tests) to inform educational improvement, but few have examined the use of nonacademic indicators (e.g., indicators of…