Karen DeAngelis

Biography

Karen DeAngelis uses economics as a lens to examine educational policy issues, with a focus on K-12 teacher and administrator labor markets. She is particularly concerned with how policies and organizational conditions affect the supply, qualifications, and distribution of teachers and administrators, as well as their movements into and out of schools and the profession. A second research focus is the utilization of educational resources, particularly in the areas of school safety and support services. Her research has been published in several leading journals, including the Journal of Education Finance, Educational Administration Quarterly, Journal of Teacher Education, Leadership and Policy in Schools, Journal of School Leadership, Education Policy Analysis Archives, Education and Urban Society, and the Journal of School Choice. She has extensive experience using large-scale educational databases at the district, state, and national levels.

DeAngelis teaches courses on educational policy, education finance, economics of education, decision making, and quantitative methods. She co-directs the Warner School’s Quantitative Consulting Services initiative, which assists students with quantitative methods in support of their coursework and research. In 2012, DeAngelis received the University of Rochester’s G. Graydon ’58 and Jane W. Curtis Award for Excellence in Teaching, a University-wide award given annually to an untenured faculty member who excels in teaching and research.

Before joining the Warner School in 2007, DeAngelis conducted P-16 policy research for the Illinois Education Research Council. In addition, she has done educational consulting and evaluation work for a number of organizations, including the American Institutes for Research, the Danforth Foundation, the St. Louis Desegregation Task Force, and the St. Louis Public School District. DeAngelis’ research has been supported by the American Educational Research Association and the Spencer Foundation. She holds a bachelor's in economics from Colby College and a master's in economics and a doctorate in economics of education/educational policy, both from Stanford University.