EDUCATION
| Degree | Area of Study | University |
|---|---|---|
| PhD | Education Policy and Leadership | Vanderbilt University |
| MA | Education Policy | Columbia University |
| BA | Urban Studies | Wellesley College |
AWARDS AND HONORS
| Year | Award |
|---|---|
| 2025 | Emerging Education Policy Scholar, The Thomas B. Fordham Institute/American Enterprise Institute |
| 2023 | David L. Clark Scholar, University Council for Educational Administration & Divisions A and L of the American Educational Research Association |
| 2023 | Bonsal Applied Education Research Dissertation Award, Peabody College |
CURRENT RESEARCH AND GRANT PROJECTS
- Peer reviewed
- Moyer, A., & Goldring, E. (2023). Match or mismatch? Assistant principalsā roles and their perceptions of the evaluation system. Educational Administration Quarterly, 59(1), 40-71. [Link]
- Moyer, A. (2022). Has āwho comes backā changed? Teacher reentry 2000-2019. Educational Researcher, 51(8), 544-546. [Link]
- Research reports
- Goldring, E., Rubin, M., Rogers, L., Neumerski, C., Moyer, A., & Cox, A. (2023). Planning and developing leadership pipelines: Approaches, opportunities, and challenges. The Wallace Foundation. [Link]
RESEARCH INTERESTS
Pathways to the principalship
educatorsā career trajectories
education policy
PROFESSIONAL MEMBERSHIPS / ACTIVITIES
- (2019-2024) Student Editor, American Educational Research Journal
- Research affiliations:
2024-present Texas Education Research Center (University of Houston)
2023-present Michigan Education Research Institute
2019-present Tennessee Education Research Alliance - Professional Affiliations
American Education Research Association, Divisions A & L (AERA)
Association for Education Finance and Policy (AEFP)
Society for Research on Educational Effectiveness (SREE)
University Council for Educational Administration (UCEA)
BIOGRAPHY
Dr. Anna Moyer is a quantitative and mixed methods researcher working at the intersection of education policy and leadership. She is primarily interested in how educational organizations recruit, retain, and develop teachers and school leaders. She uses statewide administrative data, survey data, and interview data to conduct policy-relevant research on the pathway to the principalship, assistant principals, and educatorsā career trajectories. She holds a Ph.D. in Education Policy and Leadership from Vanderbilt University and an M.A. in Education Policy from Teachers College, Columbia University. Prior to graduate school, she was a middle school social studies and literacy teacher in rural Louisiana and Nashville, Tennessee.