William Smith


William edited  The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, the latest volume in the Oxford Studies in Comparative Education series.  He earned a dual-title Ph.D. in Education Theory and Policy, and Comparative and International Education at Pennsylvania State University.  His previous academic experience include: a masters degree in International Development from the Josef Korbel School of International Studies at the University of Denver, a masters degree in Teaching from Western Oregon University, and a bachelors degree in Sociology with a minor in Psychology from Portland State University.  Between graduate degrees William taught secondary social studies for six years, including a stint with Teach for America in Newark, New Jersey.

William’s current research interests include: stratification and social mobility, the impact of International Finance Organizations on education, the expansion of the testing culture, and the economics of education.  He was awarded a Thomas J. Alexander Fellowship, which enabled him to conduct research at the OECD headquarters in Paris.  Click here to read more.

Select publications include:

Smith, William C. (2014). Estimating unbiased treatment effects in education using a regression discontinuity design. Practical Assessment, Research & Evaluation, 19(9), 1-9. Retrieved from: http://pareonline.net/getvn.asp?v=19&n=9

Smith, W. & Rowland, J. (2014). Parent trigger laws and the promise of parental voice. Journal of School Choice , 8(1), 94 – 112.

Smith, W. , Salinas, D. & Baker , D. (2012). Multiple effects of education on disease: The intriguing case of HIV/AIDS in Sub – Saharan Africa. In Wiseman, A. & Glover, R. (Eds.), The Impact of HIV/AIDS on Education Worldwide (pp. 79 – 104). United Kingdom: Emerald Publishing.

Halabi, S. Smith, W. , Collins, J., Baker, D. & Bedford, J. (2012). A document analysis of HIV/AIDS education interventions in Ghana. Health Education Journal 0017896912450248 , first published on July 10, 2012 as doi: 10.1177/0017896912450248