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Stella Flores

Associate Dean for Faculty Development and Diversity; Associate Professor of Higher Education; Director of Access and Equity, Steinhardt Institute for Higher Education Policy

Administration, Leadership, and Technology

Dr. Stella M. Flores is Associate Dean for Faculty Development and Diversity and Associate Professor of Higher Education at the Steinhardt School of Culture, Education, and Human Development at New York University. She is also Director of Access and Equity at the Steinhardt Institute for Higher Education Policy at NYU. Dr. Flores holds an EdD in administration, planning, and social policy from Harvard University, an EdM from Harvard University, an MPAff from The University of Texas at Austin, and a BA from Rice University.

In her research she employs quantitative methods to examine large-scale databases, grades K through 20, to investigate the effects of state and federal policies on college access and completion rates for low-income and underrepresented populations. Dr. Flores has written about demographic changes in U.S. education, the role of alternative admissions plans and financial aid programs in college admissions in the U.S and abroad, Minority Serving Institutions, Latino and immigrant students, English Language Learners, and community colleges. Her publications include various peer-reviewed articles in The ANNALS of the American Academy of Political and Social Science, Educational Researcher, Educational Evaluation and Policy Analysis, American Journal of Education, The Review of Higher Education, Research in Higher Education, The Journal of Mixed Methods, The Journal of College Admission, The Future of Children, and The Journal of Hispanics in Higher Education, as well as three co-edited volumesHer coauthored work (with Catherine L. Horn) has been cited in the 2003 U.S. Supreme Court Gratz v. Bollinger decision (dissenting opinion) and in various amicus briefs submitted to the Supreme Court on affirmative action cases in higher education admissions. Professor Flores serves on the editorial boards of Educational Evaluation and Policy Analysis, The Review of Higher EducationSociology of Education, and the Journal of Research on Educational Effectiveness and AERA Open.

In 2017 she was named “One of the Top 25 Women in Higher Education and Beyond” by Diverse Issues Magazine and has also been recognized as one of the top 200 scholars in Education Week’s RHSU Edu-Scholar Public Influence Rankings from 2015-2017 as well as a National Academy of Education/Spencer Postdoctoral Fellow in 2010. She currently serves as a member of the Committee on Developing Indicators of Educational Equity from The National Academies of Sciences, Engineering and Medicine, Division of Behavioral and Social Sciences and Education, a board member of The Institute for Higher Education Policy and the American Association for Hispanics in Higher Education, and was recently elected as an at-large member of the American Educational Research Association (AERA). Her research has been funded by the Bill & Melinda Gates Foundation, the National Academy of Education, the Spencer Foundation and the Educational Testing Service. Prior appointments before NYU include Associate Professor at Vanderbilt University as well as positions as a program evaluator for the U.S. General Accountability Office and a program specialist for the U.S. Economic Development Administration.

Courses

Education Policy Analysis

Students will develop an understanding of the ways in which they may inquire about policy issues relevant in their academic & professional lives.By exploring in depth a substantial body of knowledge drawn from selected cases & current theoretical issues, students will study the development of policy, the instruments used to effect policy, & some analyses of implementation.
Course #
EDLED-UE 1005
Units
3
Term
Fall
Faculty

Professors

Stella Flores ,
Department

Inequality in the Pathway to American Higher Education

This course is designed to explore the role of the K-12 educational sector on college completion.The course will consider factors such as a changing demography, segregation, & the role of early, middle, & high school interventions on postsecondary success. The course will also examine theoretical frameworks from sociology & economics to understand how student experiences in the early part of the educational continuum may have implications for longer-term educational outcomes for various student groups in the U.S.
Course #
HPSE-GE 2017
Units
3
Term
Fall, Spring
Faculty

Professors

Stella Flores ,
Department