- B.A. (Psychology), Swarthmore College (1973)
- M.A.T. (Secondary English), Duke University (1974)
- J.D. cum laude, Harvard Law School (1980)
- Ed.D., Harvard Graduate School of Education (1982)
National Research Council, A. Beatty, U. Neisser, W. Trent, and J. Heubert, eds. (2001). Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. Washington, DC: National Academy Press.
National Research Council, J. Heubert and R. Hauser, eds. (1999). High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: National Academy Press.
Heubert, J., ed. (1999). Law and School Reform: Six Strategies for Promoting Educational Equity. New Haven: Yale University Press. Critics’ Choice Selection, American Educational Studies Association (2000).
Burris, C., J. Heubert and H. Levin. (Spring 2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal 43(1): 103-134.
Heubert, J. (1999). Nondiscriminatory use of high-stakes tests: Combining professional test-use standards with federal civil-rights enforcement. West’s Education Law Reporter 133: 17-33.
Heubert, J. (1999). Six law-driven school reforms: Developments, lessons, and prospects. In Heubert, J., ed., Law and School Reform: Six Strategies for Promoting Educational Equity. New Haven: Yale University Press: 1-38.
Heubert, J. (1997). The more we get together: Improving collaboration between educators and their lawyers. Harvard Educational Review 67(3): 531-582.
Heubert, J. (1997). Schools without rules? Charter schools, federal disability law, and the paradoxes of deregulation. Harvard Civil Rights-Civil Liberties Law Review 32(2): 301-353.
Benjes, J., J. Heubert, and M. O'Brien (1980). The legality of minimum competency test programs under Title VI of the Civil Rights Act of 1964. Harvard Civil Rights-Civil Liberties Law Review 15(3): 537-622.
Heubert, J. (2005). High-stakes testing, nationally and in the South. In Edley, C., G. Orfield, and J. Boger, eds., School Resegregation: Must the South Turn Back? Chapel Hill: University of North Carolina Press, 221-238
Burris, C., J. Heubert and H. Levin (February 2004). Math acceleration for all. Educational Leadership 61(5): 68-71.
Heubert, J. (2004). High-stakes testing in a changing environment: Disparate impact, opportunity to learn, and current legal protections. In Fuhrman, S. and R. Elmore, eds., Redesigning Accountability Systems for Education. New York: Teachers College Press: 220-244.
Heubert, J. (Dec. 2002/Jan. 2003). First, do no harm: When improper use of graduation tests and promotion tests hurts our neediest students. Educational Leadership 60 (4): 26-30.
Heubert, J. (2002). Disability, race, and high-stakes testing of students. In Losen, D. and G. Orfield, eds., Racial Inequity in Special Education. Cambridge: Harvard Education Press: 137-165.
Heubert, J. (2001). High-stakes testing and civil rights: Standards of appropriate test use and a strategy for enforcing them. In Orfield, G. and M. Kornhaber, eds., Raising Standards or Raising Barriers? Inequality and High Stakes Testing in Public Education. New York: The Century Foundation Press: 179-194, 229-236.
Jay P. Heubert is a Professor of Law and Education at Teachers College and an Adjunct Professor of Law and Education at Columbia Law School, where he offers courses in education law and policy. He is also faculty chair of the annual School Law Institute, a Teachers College program offered annually since 1999 at Columbia Law School. From 2004 to 2010 he was faculty adviser to the Cahn Fellows Program for Distinguished Public School Principals.
His J.D. cum laude and Ed.D. are from Harvard, where he taught from 1985-98. He has also served as chief counsel to the Pennsylvania Department of Education (1987-89) and as a civil-rights lawyer with the Education Section of Civil Rights Division of the U.S. Department of Justice (1980-85); there he received a special commendation for outstanding performance from the Attorney General of the U.S. He also taught high-school English in rural North Carolina (1973-74) and served as an advisory specialist on desegregation and gender equity in the School District of Philadelphia (1974-77).
In 1997-98, he served as study director to an interdisciplinary committee of scholars conducting a Congressionally-mandated study of high-stakes testing (testing for student tracking, promotion, and graduation) through the National Research Council. From 2000-2002, he was one of twelve researchers, two in education, selected nationally in the inaugural year of a Carnegie Corporation individual fellowship program; he studied how student tracking, promotion testing, and graduation testing influence student learning and life chances, particularly for students of color, students with disabilities, and English-language learners. In 1990 and 1995, graduating students at the Harvard Graduate School of Education selected him to be their faculty speaker at the school-wide commencement. In June 2001, he received the Harvard Graduate School of Education's annual Alumni Award for Outstanding Contribution to Education. Based on student course evaluations, he received "outstanding teacher" awards from Teachers College each school year from 1998-99 through 2005-2006.
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