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.
- 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 Archives, 24(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