Jennifer Jennings

Position
Director, the Education Research Section
Role
Professor of Sociology and Public Affairs
Phone
Assistant
Office
149 Wallace Hall
Degrees

Ph.D. Sociology
Columbia University, 2009

Advisee(s):
Bio/Description

Jennifer Jennings is the Director of the Education Research Section and Professor of Sociology and Public Affairs.  Her research interests are racial, socioeconomic, and gender disparities in educational and health outcomes. A Princeton alumna, earned a B.A. cum laude from the The Princeton School of Public and International Affairs, and a certificate in Program in Teacher Preparation-NJ Social Studies Certification, a Masters of Philosophy in Education from the University of Cambridge, UK and a Ph.D. in Sociology from Columbia University with distinction.

She is a newly elected member of the Sociological Research Association. A member of the American Sociological Association and an editorial board member for the Journal of Research on Educational Effectiveness, and the American Educational Research Journal. A reviewer for: Advances in Life Course Research; American Educational Research Journal; American Journal of Sociology; American Sociological Review; Early Childhood Research Quarterly; Educational Evaluation and Policy Analysis; Education Finance and Policy; Education Policy Analysis Archives; Educational Measurement: Issues and Practice; Educational Policy; Educational Researcher; Journal of Early Adolescence; Journal of Health and Social Behavior; Journal of Human Resources; Journal of Policy Analysis and Management; National Science Foundation; Sociological Forum; The Sociological Quarterly; Sociology of Education; Social Problems; Social Science and Medicine; Social Science Quarterly; Social Science Research; Socio-Economic Review; Spencer Foundation; Teachers College Press; W.T. Grant Foundation

Selected Publications

Nick, M., & Jennings, J. L. (Forthcoming). Collaboration and competition in New Orleans charter management organizations.

van de Werfhorst, H., & Jennings, J. L. (Forthcoming). School inspectorates, standardized tests, and socioeconomic inequality in educational attainment.

Weixler, L.,B., Barrett, N., Harris, D., & Jennings, J. L. (Forthcoming). Examining the distribution of students when choice is the primary means of enrollment: The case of New Orleans. American Education Research Journal,

Sattin, B., & Jennings, J. L. School counselors’ assessment of the legitimacy of high school choice policy. Educational Policy.2020,34(1), 21.

Kim, M., King, M. D., & Jennings, J. (2019). ADHD remission, inclusive special education, and socioeconomic disparities. SSM - Population Health, 8, 100420. doi:https://doi.org/10.1016/j.ssmph.2019.100420
PMCID6580433

Sean P. Corcoran, Jennifer L. Jennings. (2019). Information and school choice. In Mark Berends, Ann Primus, Matthew G. Springer (Ed.), Handbook of research on school choice (2nd ed., pp. Ch. 26) Routledge.
Book Chapter

Carolyn Sattin-Bajaj, Jennifer L. Jennings , Sean P. Corcoran , Elizabeth Christine Baker-Smith , and Chantal Hailey. (2018). Surviving at the street level: How counselors’ implementation of school choice policy shapes students’ high school destinations. Sociology of Education, 9(1), 46.

Mittleman J., J. J. L. (2018). Accountability, achievement, and inequality in american public schools: A review of the literature. In Barbara Schneider (Ed.), Handbook of the sociology of education in the 21st century (pp. 475) Springer.
Book Chapter

Sean P. Corcoran and Jennifer Jennings. (2018). The gender gap in charter school enrollment. Educational Policy, 32(5), 635.

Daniel Koretz, Jennifer L. Jennings, Hui Leng Ng, Carol Yu, David Braslow & Meredith Langi. (2016). Auditing for score inflation using self-monitoring assessments: Findings from three pilot studies. Educational Assessment, 21(4), 231.
Before Princeton

David J. Deming, Sarah Cohodes, Jennifer Jennings, and Christopher Jencks*. (2016). School accountability, postsecondary attainment, and earnings. TheReview of Economics and Statistics, 98(5), 848.
Before Princeton

Jennifer L. Jennings and Aaron M. Pallas. (2016). How does value-added data affect teachers?. Educational Leadership, 73(8)
Before Princeton

Jennifer L. Jennings and Douglas Lee Lauen. (2016). Accountability, inequality, and achievement: The effects of the no child left behind act on multiple measures of student learning. The Russell Sage Foundation Journal of the Social Sciences, 2(5), 220.
Before Princeton

Jennings, J., Deming, D., Jencks, C., Lopuch, M., & Schueler, B. (2015). Do differences in school quality matter more than we thought? new evidence on educational opportunity in the twenty-first century. Sociology of Education, 88(1), 56.
Before Princeton

Rich, P. M., & Jennings, J. L. (2015). Choice, information, and constrained options: School transfers in a stratified educational system. American Sociological Review, 80(5), 1069.
Before Princeton

Jennings, J. L., & Bearak, J. M. (2014). "Teaching to the test" in the NCLB era: How test predictability affects our understanding of student performance. Educational Researchers, 43(8), 381.
Before Princeton

Jennings, Jennifer, and Heeju Sohn. (2014). Measure for measure: How proficiency-based accountability systems affect inequality in academic achievement. Sociology of Education, 87(2), 125.
PMCID4843844
Before Princeton

Marissa D. King,a Jennifer Jennings,b and Jason M. Fletcherc. (2014). Medical adaptation to academic pressure: Schooling, stimulant use, and socioeconomic status. American Sociological Review, 79(6), 1039.
Before Princeton

Holcombe, R., Jennings, J., & Koretz, D. (2013). The roots of score inflation: An examination of opportunities in two states' testsCharting reform, achieving equity in a diverse nation (pp. 163). Greenwich, CT: Information Age Publishing.
Before Princeton

Holcombe, R., Jennings, J., & and Koretz, D. (2013). Predictable patterns that facilitate score inflation: A comparison of the new york and massachusetts state tests. . ().
Report

Jennings, J. L., & Sohn, H. (2013). A tale of two tests: Test scores, accountability, and inequlaity in ameican educaion. In D. A. R. Jacobsen (Ed.), The infrastructure of accountability: Data use and the transformation of american education (pp. 183) Harvard Education Press.
Before Princeton

Jennings, J. L. (2012). The effects of accountability system design on teachers’ use of test score data. Teachers College Record, 114
Before Princeton

Thomas A.DiPrete, & Jennifer L.Jennings. (2012). Social and behavioral skills and the gender gap in early educational achievement. Social Science Research, 41(1)
PMID23017693
Before Princeton

Jennifer Jennings, S. C. (2011). Beyond high stakes: teacher effects on multiple education outcomes. In S. Kelly (Ed.), Assessing teacher quality: Understanding teacher effects on instruction and achievement (pp. 77) Teachers College Press.
Book Section
Before Princeton

An evaluation of teachers trained through different routes to certification. final report. (2010). In Kevin G. Welner, Patricia H. Hinchey ... (Ed.), Lessons for policy makers, the media, and the public (pp. Ch. 10). Charlotte, NC: Information Age Publishing.
Before Princeton

Aaron M. Pallas, and Jennifer L. Jennings. (2010). A multiplex theory of urban service distribution: The case of school expenditures. Urban Affairs Review, 45(5), 608.
Before Princeton

Corcoran, S. P., & & Jennings, J. L. (2010). Evaluation of teachers trained through different routes to certification. In K. G. Welner, P. Hinchey, A. Molnar & D. Weitzman (Eds.), Think tank research quality: Lessons for policy makers, the media, and the public (pp. 281) Information Age Publishing.

Jennifer L. Jennings, Thomas A. DiPrete. (2010). Teacher effects on social and behavioral skills in early elementary school. Sociology of Education, 83(2), 135.
Before Princeton

Jennings, J. L. (2010). School choice or schools’ choice?: Managing in an era of accountability. Sociology of Education, 83(3), 227.
Before Princeton

Jennings, J. L., & Beveridge, A. (2009). How does test exemption affect schools’ and students’ academic performance?. Educational Evaluation and Policy Analysis, 31(2), 153.
Before Princeton

Jennings, J. L., & Corcoran, S. P. (2009). Beware of geeks bearing formulas. Phi Delta Kappan, May

Pallas, A. M., & Jennings, J. L. (2009). Cumulative knowledge about cumulative advantage. Swiss Journal of Sociology, 35(2), 211.
Before Princeton

Jennifer Booher‐Jennings. (2008). Learning to label: Socialisation, gender, and the hidden curriculum of high‐stakes testing. British Journal of Sociology of Education, 29(2), 149.
Before Princeton

Who counts for accountability? high-stakes test exemptions in a large urban school district. (2007). In A. Sadovnik, J. O'Day, G. Bohrnstedy & K. Borman (Ed.), No child left behind and the reduction of the achievement gap: Sociological perspectives on federal educational policy (pp. 77)
Before Princeton

Jennings, J. L. (2005). Below the bubble: “Educational triage” and the texas accountability system. American Educational Research Journal, 42(2), 231.
Before Princeton