Department of Educational Administration
Education Policy Innovation Collaborative (EPIC)
Ph.D., New York University
Chris Torres is interested in how educational policy and leadership can improve outcomes for traditionally marginalized communities at scale. He uses qualitative and mixed method approaches to study efforts aimed at accomplishing this lofty goal, such as urban "no-excuses" charter management organizations (CMOs), school choice, and school turnaround policies. He specifically examines the conditions affecting the efficacy of these efforts such as educator recruitment, development, and retention, as well as the influence of district governance and leadership on school improvement and policy implementation processes. He is increasingly interested in how different levels of the system interact (state and local policy, district governance, schools, and communities) to shape school improvement efforts, and in understanding the limits of educational policies and practices given the systemic inequities present within and outside of schools. He is an Associate Director for the University Council of Educational Administration (UCEA), is an associate editor for Educational Administration Quarterly (EAQ), and serves on editorial boards of journals such as Educational Evaluation and Policy Analysis (EEPA) and Education Policy Analysis Archives (EPAA). His work has been supported by various funders and published in peer-reviewed journals such as Educational Administration Quarterly, American Journal of Education, Urban Education, Teaching and Teacher Education and the Journal of School Leadership.