COE Accepts Offer to Host the Journal of Research on Leadership Education - University of Houston
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COE Accepts Offer to Host the Journal of Research on Leadership Education

Anthony RolleThe University of Houston, College of Education (UH COE) and the Department of Educational Leadership & Policy Studies (DELPS) has accepted an offer to host the Journal of Research on Leadership Education (JRLE) from Fall 2018 through Summer 2021 (with an opportunity to extend through Summer 2024).

JRLE will move from Washington State University to UH COE under the editorship of DELPS chair Anthony Rolle. Catherine Horn, DELPS associate professor will be co-editing the journal.

The Executive Committee of JRLE was very impressed with UH COE's proposal and were encouraged by the strong interest in hosting. The journal, which was established 10 years ago has a growing readership and reputation. They also expressed strong interest in having Rolle as part of JRLE’s future. 

The mission of the University of Houston (UH), its College of Education (COE), and DELPS is to offer nationally competitive and internationally recognized opportunities for learning, discovery and engagement to a diverse population of students in a real-world setting.  Hosting JRLE falls in line with UH becoming an internationally recognized Tier One institution in the 21st century.  “Being honored with hosting JRLE allows UH COE to continue to promote excellence by shaping the field within the context of basic and applied research and scholarship,” said Rolle.

The college participation gap between rich and poor has not narrowed since the 1960s.  Currently, half of students entering postsecondary programs receive some type of degree within five years, and about one-quarter receive a bachelor’s degree or higher. However, 41% of students from the wealthiest quartile will have received a bachelor’s degree, compared to only 6% from the poorest quartile, and White students are considerably more likely to receive a bachelor’s degree than Black and Hispanic students*. 

Similar conditions exist in Texas and the Houston region where we have critical shortfalls, differentiated across racial/ethnic and economic lines, in both the numbers of college ready students and of students who ultimately successfully acquire a postsecondary credential.**

These statistics raise critical questions and expose the challenges of the current structures and capacities of leadership to address them. “Experts, not only at UH but from around the U.S. and internationally, are sorely needed to develop and maintain sound research journals,” said Rolle.  

Rolle conducts research that explores and improves relative measures of economic efficiency for public schools.  His research explores and applies measures of vertical equity to analyses of state education finance mechanisms.  Rolle’s work is published in over 50 books, chapters, journal articles and monographs. 

In addition, Rolle has conducted K-12 education finance and policy research for such organizations as the University of Washington’s Institute for Public Policy & Management, the Washington State Legislature and Democratic House Majority Whip, the Indiana Education Policy Center, the National Education Association, and the Office of Attorney General for the State of Missouri as well as agencies and commissions in Arkansas, Colorado, Missouri, North Carolina, South Carolina, Tennessee, and Texas.

Formerly a member of the Board of Directors for the American Educational Finance Association (AEFA), and the AEFA Jean Flanigan Dissertation Award winner.   Rolle earned a BS from Santa Clara University, a Master’s in Public Administration from the University of Washington, and a Ph.D. from Indiana University.

JRLE, a peer-reviewed journal, provides an international venue for scholarship and discourse on the teaching and learning of leadership across the many disciplines that inform the field of educational leadership.  JRLE seeks to promote and disseminate rigorous scholarship on the teaching, learning, and assessing of leadership preparation and practice, the political and contextual issues that impact leadership education, and the links between leadership education and student learning.

*(Kahlenberg, 2004)

**(Horn, 2012)