Stéphane Lavertu’s teaching and research focus on public administration, public policy analysis and evaluation, and education policy.

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

His interdisciplinary research examines the politics of public administration and the performance of public organizations. He and his collaborators launched the Education Governance and Accountability Project to examine how political actors and institutions affect the administration and performance of public schools. He publishes in public administration journals such as Journal of Public Administration Research & Theory, Journal of Policy Analysis & Management, and Public Administration Review; political science journals such as American Journal of Political Science and Policy Studies Journal; education journals such as Educational Evaluation & Policy Analysis and AERA Open; and economics journals such as Journal of Urban Economics, Economics of Education Review, and Journal of Law, Economics, & Organization.

Professor Lavertu teaches courses on public policy, education policy, public administration, and research design in the college’s bachelor’s, master’s, and doctoral degree programs.

He is passionate about conducting policy-relevant research, particularly to help improve public education here in Ohio. He regularly conducts such research in collaboration with state and local government agencies, as well as non-profit think tanks.

Areas of research

  • Bureaucratic Politics
  • Public Administration
  • Education Policy
Vladimir Kogan, Stéphane Lavertu, and Zachary Peskowitz. 2017. “Direct Democracy and Administrative DisruptionJournal of Public Administration Research & Theory 27(3): 381-399, 2017.

Stéphane Lavertu. 2016. “We All Need Help: Big Data and the Mismeasure of Public AdministrationPublic Administration Review 76(6): 864-872.

Deven Carlson and Stéphane Lavertu. 2016. “Charter School Closure and Student Achievement: Evidence from OhioJournal of Urban Economics 95: 31-48.

Vladimir Kogan, Stéphane Lavertu, and Zachary Peskowitz. 2016. “Performance Federalism and Local Democracy: Theory and Evidence from School Tax ReferendaAmerican Journal of Political Science 60(2): 418-435.

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


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