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Affiliation: University of Memphis

Professor, Leadership and Policy Studies


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Charisse Gulosino, a professor in the Leadership and Policy Studies Program at the University of Memphis, received her doctorate in education from Columbia University and pursued a postdoctoral training at Brown University's Taubman Center for American Politics and Policy. Her research focuses on the evaluation of educational policies and programs with a specific interest in school choice that enhances education access, equity, efficiency, and results-based accountability. Charisse has served (2006-2010; 2019-2022) as chair and program chair of the American Educational Research Association's Charters and School Choice SIG. She held the position of Visiting Scholar/Professor in the Graduate School of Education at the University of California, Berkeley from 2019-2020. She also serves as an Affiliate Faculty member at the Center for Research in Education Policy (CREP) within the College of Education at the University of Memphis. Her work has appeared in edited books and journals, including the Peabody Journal of Education, Planning and Changing Journal, Urban Education, Education Policy Analysis Archives, Education Economics, and Education Finance and Policy. 

On a national level, her research has been cited in journals, education agencies (i.e., Education Commission of the States, National Charter School Resource Center), academic blogs, and at different media outlets including press inquiries and interview requests (i.e., New York Times; Education Week; Chalkbeat; ProPublica; The Commercial Appeal; School Administrator Magazine; Brown University’s Daily Herald; California Matters; and the Hechinger Report). Her research on charter school boards in Massachusetts has been featured by the Harvard Kennedy School’s Shorenstein Center on Media, Politics and Public Policy. Her work on suburban and rural charter schools has been cited in a recent New York Time article. She served on the Technical Review Panel for the National Household Education Surveys (NHES) on homeschooling and virtual schools, sponsored by USDOE’s National Center for Education Statistics. She has worked with The Forum on the Future of Public Education at the University of Illinois Urbana Champagne as a Forum Fellow and the Network of Independent Charter Schools Project (funded by the U.S. Department of Education) to guest blog posts on current school choice programs and charter school issues. 

Charisse has leveraged the experience gained from her dissertation work, writing for a general audience (including policy audiences) and using data for planning and improving school performance to help create a dozen start-up charter schools in New York City, Newark, and Memphis, working in concert with boards, school leaders, and community-based organizations to strengthen school programs, accountability, equity, and continuous improvement system. In addition, throughout the pandemic, she has mentored aspiring school leaders in conducting improvement projects from a range of perspectives and methodologies, such as Improvement Science, Design-Based Implementation Research (DBIR), Lean for Education, Six Sigma, and Networked Improvement Communities (NICS).

Selected Book chapters:

Gulosino, C., & Sisli-Ciamarra, E. (2022). Charter school financial management and oversight. In Marilyn Hirth, Christine Kiracofe and Tom Hutton (Eds.), Charter School Finance. Charlotte, North Carolina: Information Age Publishing (IAP) Series.

Gulosino, C., & Sisli-Ciamarra, E. (2022). Cross-sector Alliances in Charter Schools:  The Role of Board of Directors in For-profit and Nonprofit Sectors. In C. Lubienski, & M. Yemini (Eds.),  New agency in education? Understanding external participation in public schooling through partnerships, collaborations, alliances and entrepreneurialism - nuanced multi-case geo spatial analysis (xx-xx). Bristol, UK: Policy Press. 

Gulosino, C., & Sisli-Ciamarra, E. (2022). Parent Involvement in Charter School Governance. In B. Beabout (Ed.), Family and Community Engagement in Charter Schools. (xx-xx). Bristol, UK: Information Age Publishing. 

Book Review:

Gross, R. (2018). [Review of the book Public vs. Private. The early history of school choice in America, by Charisse Gulosino]. Teachers College Record, 120 (10).  Link

Selected Journal Articles:

Gulosino, C. (2023). Organizational ecology’s contagion growth perspective in the study of grassroots community charter schools in New York City. Urban Education. 

Gulosino, C., Olson Beal, H., & Cox, S. (2023). An investigation of teachers' perceptions of school competitiveness and organizational work environment. Journal of School Choice.

Gulosino, C., & Yoon, E. (2020). Introduction to special issue. Peabody Journal of Education. This article is part of the Special Issue, School Choice Policies Shaping Neighborhoods, School Locations, and ‘Destinies’ (guest edited by Charisse Gulosino and Ee-Seul Yoon), 95(3): 203-210. Link

Gulosino, C., & Liebert, J. (2020). Examining variation within the charter school sector: Academic achievement in urban and suburban charter schools. Peabody Journal of Education, 95(3): 300-329.

Gulosino, C., & Miron, G. (2020). Comparative analysis of the instructional, neighborhood and locational attributes of education management organizations in 41 states. Peabody Journal of Education, 95(3): 272-299.

Gulosino, Charisse, Ni, Yongmei, & Rorrer, Andrea. (Forthcoming, 2019). Newly hired teacher mobility in charter schools and traditional public schools: A test of segmented labor market theory. American Journal of Education.

Gulosino, Charisse. (2018). Evaluating the Tennessee Higher Education Commission's Report Card on the effectiveness of teacher preparation programs. Education Policy Analysis Archives (EPAA) Journal 26(33).  Link

Gulosino, Charisse, & Maxwell, Phoebe. (2018). A comprehensive framework for evaluating Shelby County School District’s Voluntary Preschool Program—The challenges of equity, choice, efficiency, and social cohesion. Urban Education Journal. Link

Gulosino, Charisse, & Sisli, Elif-Ciamarra. (2017). Donors and founders on charter school boards and their impact on financial and academic outcomes. Education Finance and Policy. Link

Gulosino, Charisse, & Miron, Gary. (2017). Evaluating the locational attributes of Education Management Organizations (EMOs). Journal of School Choice. 11 (3). Link

Gulosino, Charisse, & Miron, Gary. (2017). Growth and performance of fully online K-12 Public Schools. Education Policy Analysis Archives (EPAA) Journal, 25 (124), 1-42. Link

Gulosino, Charisse, Franceschini III, Louis, and Laquetta Jones (2017). Using the competing values framework to examine teacher satisfaction in Tennessee schools. Planning and Changing Journal. Available at:

Gulosino, C., Franceschini III, L., & Hardman, P. (2016). The influence of balance within the competing values framework and school academic success on teacher retention. Journal of Organizational and Educational Leadership, 2(1), 1. Available at:

Gulosino, C., and d’Entremont, C. (2011). Circles of influences: An analysis of charter school location and racial patterns at varying geographic scales. Education Policy Analysis Archives, 19 (8). Retrieved from

Gulosino, C., and Lubienski, C. (2011).  Schools’ strategic responses to competition in segregated urban areas: Patterns in school locations in Metropolitan Detroit. Education Policy Analysis Archives, 19 (13).  Retrieved from

Lubienski, C., Gulosino, C. and Weitzel, P. (2009). School choice and competitive incentives: Mapping the distribution of educational opportunities across local education markets. American Journal of Education, 115: 601-647. Link

Xu, Z., and Gulosino, C. (2006). How does teacher quality matter? Effect of teacher-parent partnership on early childhood performance in public and private schools. Education Economics, 14(3): 345-367.