Kevin Fortner is an assistant professor of research, measurement and statistics housed in the College of Education & Human Development’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.
Bastian, K.C., Fortner, C. K., Chapman, Fleener, McIntyre, and Patriarca. (in press). “Data Sharing to Drive the Improvement of Teacher Preparation Programs.” Teachers College Record.
Fortner, C. K., Bastian, K. C., Kershaw, D. C., and Lynn H. H. (2015). “Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers Who Were Teaching Assistants First.” Teachers College Record.
Eger, R. J., Fortner, C. K., and Slade, C. P. (2015). “The Policy of Enforcement: Red Light Cameras and Racial Profiling.” Police Quarterly, 18:4, 397-413.
Li, H., Fortner, C. K., and Lei, X. (2015). “Relationships between the Use of Test Results and U.S. Students’ Academic Performance.” School Effectiveness and School Improvement, 26:2, 258-278.