Dr. Corey Savage

Corey Savage is a postdoctoral fellow at the Hector Research Institute of Education Sciences and Psychology. His research focuses on the civic returns to education, curricular policy and reform, and teacher education policy.

Selected Publications

  • Bell, C. A., Gitomer, D. H., Savage, C., & McKenna, A. (2019). A synthesis of research on and measurement of STEM teacher preparation. American Association for the Advancement of Science. Retrieved from https://aaas-arise.org/commissioned-papers
  • Savage, C. (2019). Academic majors of social studies teachers and student achievement in the U.S. Teaching and Teacher Education, 84, 66-73. doi:10.1016/j.tate.2019.04.020
  • Tatto, M. T., Savage, C., Liao, W., Marshall, S. L., Goldblatt, P., & Contreras, L. M. (2016). The emergence of high-stakes accountability policies in teacher preparation: An examination of the U.S. Department of Education’s proposed regulations. Education Policy Analysis Archives24(21), 1-57. doi:10.14507/epaa.24.2322
  • Chmielewski, A. K., & Savage, C. (2015). Socioeconomic segregation between schools in the United States and Latin America, 1970–2012. In G. W. McCarthy, G. K. Ingram, & S. A. Moody (Eds.), Land and the city (pp. 394-423). Cambridge, MA: Lincoln Institute of Land Policy.



PhD, Educational Policy, Michigan State University


MA, Education and Social Policy, New York University


MEd, Secondary Education, University of Massachusetts-Amherst


BS, Psychology, University of Massachusetts-Amherst