Kevin Fortner is an assistant professor of research, measurement and statistics housed in the College of Education’s Department of Educational Policy Studies. He teaches graduate courses in research methodology, education policy and educational evaluation.
His research interests include teacher effectiveness and persistence, the effects of peers on student outcomes and program evaluation, and his work is published in a variety of journals including Science, Educational Researcher, and Educational Evaluation and Policy Analysis. His externally funded research activities include program evaluation related to urban debate league, estimating the effectiveness of teacher training programs in North Carolina, and working with Georgia’s Bright From the Start Pre-K program to estimate future demand for student services. He actively seeks research opportunities with practical implications and the potential to influence policy.
Henry, G. T., Purtell, K.M., Bastian, K. B., Fortner, C. K., Thompson, C. L. Campbell, S., and Patterson, T. (forthcoming). “The Effects of Teacher Entry Portals on Student Achievement.” Journal of Teacher Education.
Winkler, C. K., Fortner, C. K., and Baugh-Harris, S. (2013). “Overcoming Educational Challenges to Women Living in At-Risk Communities through Urban Debate.” Forum on Public Policy Online, 2013:1.
Henry, G. T., Bastian, K. B., Fortner, C. K., Kershaw, D. C., Purtell, K. M., Thompson, C. L., and Zulli, R. A. (forthcoming). “Teacher Preparation Policies and their Effects on Student Achievement.” Education Finance and Policy.
Henry, G. T., Fortner, C. K. and Bastian, K. B. (2012). “The Effects of Experience and Attrition for Novice High School Science and Mathematics Teachers.” Science, 335:11, 1118-21.
Eger, R. J., Fortner, C. K., Hepburn, V. A., and Slade, C. P. (2011). “Does Institutional Structure Effect Public Health Expenditures?” Public Budgeting and Finance, 34:1, 136-147.