Greg King, PhD
Gregory King uses quantitative methods to research college and career readiness, policies that impact higher education access and success, and the K–12 to higher education pipeline. Additionally, he has a focus in creating data visualizations that make research relevant, understandable, and actionable for educators, administrators, and policymakers.
Dr. King holds a master’s degree in higher education from
Colorado State University and a PhD in educational research and policy analysis from North Carolina State University.
Publications by Greg King
This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020–2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond.
By: Greg King
This guide explains the analyses, statistics, terms, and data included in the NWEA state dashboard, Exploring the Educational Impacts of COVID-19.
By: Greg King
This study identifies students’ academic trajectories in the middle grades relative to a set of college readiness benchmarks. We apply math and reading college readiness benchmarks to rich longitudinal data for more than 360,000 students across the nation. Student-level and school-level demographic characteristics significantly predict academic trajectories.
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
Updated College Explorer provides educators, students, and parents with insights into which colleges and universities students are already on track to enter, and the academic growth goals they need in order to reach the median ACT or SAT score at those colleges and universities.
Mentions: Greg King