Corey Savage is a postdoctoral researcher at the Hector Research Institute of Education Sciences and Psychology. His current research focuses on civic education, political socialization, educational effectiveness, and teacher characteristics in the U.S., Germany, and cross-nationally.
- 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: Proceedings of the 2014 land policy conference (pp. 394-423). Cambridge, MA: Lincoln Institute of Land Policy.
- Savage, C., Perkins, M., Heck, C., & McGarry, M. (2014). Fostering an environment for effective formative assessment and implementation of the Common Core. Principal Leadership, 15(3), 36-39.
- Savage, C. (2014). [Review of the book Marketing schools, marketing cities: Who wins and who loses when schools become urban amenities, by M. B. Cucchiara]. Teachers College Record, http://www.tcrecord.org ID Number: 17503.
Ph.D., Educational Policy, Michigan State University
M.A., Education and Social Policy, New York University
M.Ed., Secondary Education, University of Massachusetts-Amherst
B.S., Psychology, University of Massachusetts-Amherst