Eleanor S Fulbeck
Education:
B.A. (Globalization Studies)
New York University, 2003.
M.S. (Adolescent Social Studies Education)
Fordham University, 2005.
Ph.D. (Educational Policy)
University of Colorado at Boulder, 2011.
Permanent linkB.A. (Globalization Studies)
New York University, 2003.
M.S. (Adolescent Social Studies Education)
Fordham University, 2005.
Ph.D. (Educational Policy)
University of Colorado at Boulder, 2011.
Description of Research Expertise
Areas of ExpertiseEducational Policy
Equal Educational Opportunity
Incentive Pay for Teachers/Administrators
Program Evaluation
School Finance
Teacher Labor Markets
Teacher Quality
Professional Biography
Prior to starting her doctoral work at the University of Colorado at Boulder (UCB), Dr. Fulbeck worked as a secondary social studies teacher – via Teach for America – at a large public high school in New York City. During her tenure at UCB, Dr. Fulbeck worked on a longitudinal evaluation of one of the most prominent K-12 alternative teacher compensation policies in the nation: Denver’s Professional Compensation System for Teachers (ProComp). Her dissertation – Teacher Retention: Estimating and Understanding the Effects of Financial Incentives in Denver – stems from this work. Blending quantitative and qualitative methods, Dr. Fulbeck examined the extent to which financial incentives mitigate teacher turnover – particularly at high-poverty schools – and investigated possible explanations for the observed effects. In addition to research, Dr. Fulbeck taught a “School and Society” course during her tenure at UCB.
Research Interests and Current Projects
Dr. Fulbeck’s research focuses on educational policy and the disadvantaged student populations attending our nation’s K-12 public schools. In particular, she is interested in the way educational policy can be crafted and implemented to promote equal educational access and opportunity. Most recently, she has examined the use of financial incentives as a policy lever for increasing retention, particularly of high-quality teachers and specifically at high-poverty schools.
Dr. Fulbeck is further developing this program of research by beginning to investigate the effect of financial incentives on teacher retention via alternate or currently unexplored methodological approaches. Additionally, she is starting work to examine the extent to which patterns of teacher migration (i.e., moving from one school to another within the same district or state) have been influenced by financial incentives.
Selected Publications
Fulbeck, E.S.: Gendered expectations: Influence of gender on girls’ interracial interactions. Gender and Early Learning Environments. Charlotte, NC: Information Age Publishing, forthcoming 2011.Fulbeck, E.S.: Teacher Retention: Estimating and Understanding the Effects of Financial Incentives in Denver, 2011 Report Brief. Denver Public Schools 2011.
Fulbeck, E.S.: Teachers’ Attitudes, Behaviors & Student Achievement, 2010 Report Brief. Denver Public Schools 2010.
Wiley, E.W., Fulbeck, E.S., & Subert, A.N. : Denver ProComp: An Evaluation of Denver’s Alternative Teacher Compensation System: 2010 Report. Denver Public Schools 2010.
Pane, J.F., Williams, V.L., Olmsted, S.S., Yuan, K., Fulbeck, E.S., Slaughter, M.E., Phillips, A., Hooper, S., Waite, A., & Beighley, C. : Math Science Partnership of Southwest Pennsylvania: Measuring Progress Towards Goals. RAND Corporation Monograph No. DRR-4746-AUI 2009.
Welner, K.G. & Fulbeck, E.S.: The Post-PICS Picture: Examining school districts’ policy options for mitigating racial segregation. Does Race Matter? The Shifting Landscape of School Desegregation in American Cities. C. Smrekar and E. Goldring (eds.). Cambridge, MA: Harvard Education Press, 2009.