St. John completed an Ed.D. in Administration, Planning, and Social Policy at Harvard Graduate School of Education in 1978. During his career as policy researcher with the Missouri Department of Higher Education, the U.S. Department of Education and private research firms, St. John has worked on research supporting policy development and implementation in K-12 and higher education. Recognizing the strong influence of political ideologies on the increasing centralization of policy, he accepted a position as Associate Professor at the University of New Orleans in 1989. At that time his work began to focus on the unintended consequences of federal educational policy and the shift in federal student financial aid from an emphasis on need-based grants to loans. He has also been a professor at the University of Dayton and Indiana University.
As director of the Indiana Education Policy Center, St. John conducted studies informing development of Indiana’s early reading intervention grant program, refinement and funding of Indiana’s Twenty-first Century Scholars Program, and state policy on high school graduation requirements, before initiating the Indiana Project on Academic Success (IPAS) with support from Lumina Foundation and partner universities. IPAS used state data systems on students in K-12 and higher education to examine issues related to preparation, access, and persistence in state institutions and provided technical assistance to universities engaged in new initiatives focused on improving educational attainment for students underrepresented among recipients of college degrees.
Reframing Strategies for Preparation, Access, and Success
Series: Core Concepts in Higher Education
Amid changing economic and social contexts, radical changes have occurred in public higher education policies over the past three decades. Public Policy and Higher Education provides readers with new ways to analyze these complex state policies and offers the tools to examine how policies affect...
Published September 13th 2012 by Routledge
Expanding Opportunity for Underrepresented Students
Pathways to Academic Success in Higher Education examines two major challenges facing the nation. The first is preparing high school students for college, a reform that has been tackled largely through state policy initiatives. The second is creating new pathways to academic success for...
Published April 19th 2012 by Routledge
How Academic Capital Formation Can Improve Policy in Higher Education
Breaking Through the Access Barrier argues that the policies designed to address inequalities in college access are failing to address underlying issues of inequality. This book introduces academic capital formation (ACF), a groundbreaking new theory defined by family knowledge of educational...
Published October 11th 2010 by Routledge