Professor Lavertu has a Ph.D. in political science from the University of Wisconsin, a master’s in education policy analysis and evaluation from Stanford University, and a bachelor’s in political science from The Ohio State University.

Much of his research examines how politics affects the policymaking authority, design, and operation of public agencies. He is particularly interested in how politics affects the development and implementation of education policies, as well as the outcomes these policies generate.

Areas of research

  • Bureaucratic Politics
  • Public Administration
  • Education Policy
Stéphane Lavertu. 2013. “Issue-Specific Political Uncertainty and Policy Insulation in U.S. Federal AgenciesJournal of Law, Economics, and Organization 29(1): 145-177.

Stéphane Lavertu and Donald Moynihan. 2013. “Agency Political Ideology and Reform Implementation: Performance Management in the Bush Administration Journal of Public Administration Research & Theory 23(3): 521-549.

Stéphane Lavertu and Donald Moynihan. 2013. “The Empirical Implications of Theoretical Models: A Description of the Method and an Application to the Study of Performance Management ImplementationJournal of Public Administration Research & Theory 23(2): 333-360.
Professor Stéphane Lavertu and Political Science Professor Vladimir Kogan are the recipients of a $632,778 Lyle Spencer Research Award from the Chicago-based Spencer Foundation to fund a research study examining how local voter control of public schools affects the day-to-day administration of American school districts and student learning in the classroom. Click here to learn more.

Closing poorly performing Ohio schools does not appear to harm displaced students, at least not academically, concludes new research released today by Glenn College professor Stephane Lavertu and professor Deven Carlson of the University of Oklahoma. They found that three years after schools were closed, students who had attended a closed district school gained the equivalent of 49 additional days of learning in reading and 34 more in math. Charter-school students got 46 more days of learning in math, while gains in reading were insignificant. The study was commissioned by the Thomas B. Fordham Institute. Click here to learn more.

An Ohio State University research team that includes professors Joshua Hawley and Stephane Lavertu as co-principal investigators has been awarded a $499,615 grant from the National Science Foundation that will allow the researchers to do high-quality research work using the Ohio Longitudinal Data Archive and train other researchers to better use the data. » Click here to learn more

Professor Lavertu wins Beryl Radin Award from the Public Management Research Association

Professor Lavertu awarded the 2013 Joseph Wholey Distinguished Scholarship Award from the American Society of Public Administration

Professor Lavertu assists the Ohio Auditor of State in his investigation of “data scrubbing” in Ohio public schools

Professor Lavertu and his colleague find that U.S. regulatory delays are worse when Congress imposes deadlines.

Education Governance and Accountability Project

The Education Governance and Accountability Project at The Ohio State University collects data and employs rigorous social science research techniques to understand the politics of public education and their impact on student educational performance and societal welfare.

Click here to go to the Education Governance and Accountability Project.

© John Glenn College of Public Affairs
Page Hall, 1810 College Road, Columbus, Ohio 43210

Keep up on all the Glenn College news and events by following us on Facebook, Flickr, Instagram, LinkedIn, Twitter and YouTube.