178 Pillsbury Drive Se
226 Burton Hall
Ph.D., SUNY Albany, public administration with concentration in public finance
MA, SUNY Albany, 1992, public policy; certificate in Latin American and Caribbean studies
B.A. SUNY New Paltz, 1988, international relations with a concentration in Latin America and the Caribbean
Areas of Interest
My formal educational background is in public administration and policy. I am particularly interested in issues of adequacy, equity, and productivity as they relate to PK-12 education. My overriding concern revolves around notions of fairness, and I’m always cognizant of the potentially differential impact of educational policies on different groups. We as policy makers and analysts need to ensure that student failure is not policy related. [See An equal opportunity education?]
I look at policies in terms of their impact on society as a whole, entire student populations, and specified student groups. The nice thing about using large data sets is that the information can be generalized to a broader community, and can provide useful insights to policy makers. It is essential for me to feel as if I have made a difference and that my research is being used to help children.
I’m originally from Jamaica, so I was initially wary of facing those famous Minnesotan winters. However, moving to the University of Minnesota has enabled me to align my research interests more closely with my teaching. I enjoy the interaction of teaching and seeing students become excited about learning and gaining a new perspective.
Alexander, N. A. (in press, 2012). When individual states mandate that local school districts provide gifted education, should the state pay all the costs of gifted education? In C. J. Russo & A. G. Osborne (Eds.), Debating issues in American education. Sage Publications.
Alexander, N. A. (in press, 2012). The growth of education revenues from 1998-2006: What accounts for differences among states. Educational Considerations [Special Issue].
Alexander, N. A. (2012). Policy analysis for educational leaders: A step by step approach. New York, NY: Prentice Hall.
Alexander, N. (2008) A healthy balance: Fiscal condition and district competitiveness in the Twin Cities metropolitan districts of Minnesota [PDF]. Journal of School Business Management, 20(2), 34–43.
Alexander, N. A. (2003). Considering equity and adequacy: An examination of the distribution of student class time as an educational resource in New York State, 1975-1995. Journal of Education Finance, 28(3), 357-381.
Alexander, N. A. (2002). Race, poverty, and the student curriculum: Implications for standards policy. American Educational Research Journal, 39(3), 675-694.
Alexander, N. A. (2000). The missing link: An econometric analysis on the impact of curriculum standards on student achievement. Economics of Education Review, 19, 351-361.
Alexander, N. A. (1997). The growth of education revenues from 1982-83 to 1991-92: What accounts for differences among states? Journal of Education Finance 22(4).
Alexander, N. A. (1996). Race, poverty, and the student curriculum, 1975-1995: Implications for public policy. In W. J. Fowler, Jr. (Ed.), Developments in school finance. National Center for Education Statistics: Washington, DC.
Alexander, N. A. (1995). The growth of education revenues from 1982-83 to 1991-92: What accounts for differences among states? In W. J. Fowler, Jr. (Ed.), Selected papers in school finance. National Center for Education Statistics: Washington, DC.
Alexander, N. A. (2011). Federal role in equity in funding. Presentation for discussion panel on the role of federal government in public education sponsored by the Minnesota League of Women Voters. St. Louis Park, MN. http://vimeo.com/31743595