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Degrees

Professional Activities

Professional Memberships

Editorial Boards

Special Honors

Teaching Experience

Research

Research and Training Grants

Publications

Administrative and Committee Service

Public Service to Community

Mailing Address

 

Degrees

Postdoc – University of Michigan (Summer 1986)
Institute for Social Research:
Inter-University Consortium for Political and Social Research, Survey Research Institute

Ph.D. – University of Wisconsin–Madison (1985)
Educational Policy & Administration, Cognate: Sociology of Education

B.A. – University of Wisconsin–Madison (1982)
American History and Education

Professional Activities

Narrative Overview

Pedro Reyes was named Associate Vice Chancellor for Academic Planning and Assessment effective January 15, 2003. Pedro Reyes was Associate Dean of Graduate Studies and Professor of Education Policy at The University of Texas at Austin, where he also holds a courtesy appointment in the Department of Sociology. He received his Ph.D. in 1985 from the University of Wisconsin-Madison and has been a member of the faculty at Texas since 1991. He has a combined 23 years of teaching experience in public schools and higher education and won a major award for his graduate teaching.

Dr. Reyes was the 30th president of the University Council for Educational Administration, which is a national consortium of 70 major research universities in the United States and Canada advancing the knowledge base in educational administration. He received the prestigious National Academy of Education Spencer Fellowship. He has served on numerous national committees to review the quality of university programs, such as the Ohio Board of Regents Review for Education Programs. He also has advised the Ford Foundation on program evaluation for the urban partnerships program.

Dr. Reyes’ areas of research are conditions that foster high academic success in high-poverty schools and stratification of learning opportunities for children of color.

	2003–Present	Associate Vice Chancellor for Academic Planning and Assessment Office of Academic Affairs, The University of Texas System The Associate Vice Chancellor assists the Executive Vice Chancellor for Academic Affairs to ensure that the missions of institutions are advanced and that appropriate plans and programs are developed and implemented. The Associate also monitors administrative and policy issues related to all academic institutions of the System. Major responsibilities include academic planning and student learning assessment.
	2003–2007	Director and Principal Investigator Houston A+ Challenge Houston Schools for a New Society Evaluation Funded by the Houston A+ Challenge, with additional qualitative research by scholars from the University of Houston. Responsibilities include managing all aspects of the research project, including coordination of technical staff; data collection and analysis; quality control; budget oversight; and monitoring all schedules, costs, and production. (Grant $1.45 million).
	1997–Present	Professor Department of Educational Administration, The University of Texas–Austin Teaching graduate courses in the social organization of schools, research design/statistics, and education policy.
	1997–2003	Associate Dean for Graduate StudiesOffice of the Vice-President and Dean of the Graduate School, The University of Texas–Austin The Associate Dean assists the Vice President and Dean of the Graduate School on overall academic policy, the administration of inter-institutional collaboration, student recruitment, fellowship administration, and program review.
	1999–2003	Director and Principal Investigator Houston Annenberg Challenge Research & Evaluation School Reform Project Funded by the Houston Annenberg Challenge, this was a multi-university consortium of scholars from Rice University, University of Houston, and The University of Texas. Responsibilities included managing all aspects of the research project, including coordination of technical staff; data collection and analysis; quality control; budget oversight; and monitoring all schedules, costs, and production. (Grant $2.7 million)
	1997–1999	Director and Principal Investigator Migrant Educational Policy: A National Study Funded by the Texas Education Agency. Responsibilities included managing all aspects of the project, including proposal development; coordination of technical staff; data collection and analysis; quality control; budget oversight; and monitoring of all schedules, costs, and production. ($500,000)
	1994–1997	Chairman of the Graduate Studies Committee Department of Educational Administration, The University of Texas–Austin
	1994–1997	Graduate Advisor Department of Educational Administration, The University of Texas–Austin
	1991–1997	Associate Professor Department of Educational Administration, The University of Texas–Austin
	1994–1996	Director and Principal Investigator Effective Border Schools Research and Development Initiative
	1991–1993	Principal Investigator National Center on Organization and Restructuring of Schools, University of Wisconsin–Madison
	1986–1990	Assistant Professor University of Wisconsin–Madison
	1986–1990	Faculty Associate National Center for School Effectiveness, University of Wisconsin–Madison
	1985–1986	Assistant Professor of Educational Policy and Administration University of Kansas–Lawrence
	1983–1985	Teacher Assistant Department of Educational Administration, University of Wisconsin–Madison
	1982–1984	Social Studies Teacher Oregon Junior High School, Oregon, Wisconsin
	1980–1982	Research Associate La Raza Unida, Inc., Jefferson, Wisconsin
	1978–1980	Interim Project Director University of Wisconsin-Madison

 

Professional Memberships

• American Sociological Association
• American Educational Research Association
• American Association of School Administrators
• University Council for Educational Administration

 

Editorial Boards

	2000–Present	Coeditor, The Immigrant and Transnational Experience Series. Lanham, MD: Rowman & Littlefield.
	1999–2002	Book Review Editor, Educational Researcher
	1995–1998	Associate Editor, International Journal for Qualitative Studies in Education
	1994–1999	Editorial Board Member, Journal for Just and Caring Education
	1986–1999	Editorial Board Member, Educational Administration Abstracts
	1989–1993	Editorial Board Member, Journal of Educational Research
	1987–1993	Editorial Board Member, Educational Administration Quarterly
	1998–1999	Reviewer, Educational Administration Quarterly
	1991–1998	Reviewer, Journal of Higher Education
	1992–1995	Reviewer, American Educational Research Journal
	1996–1998	Reviewer, Educational Researcher

 

Special Honors

	1996	Distinguished Faculty Award, Presented by Texas Association of Chicanos in Higher Education
	1992–1993	President, University Council for Educational Administration
	1991–1993	National Academy of Education Spencer Fellow
	1991–1998	Ranked top professor, competing for merit Department of Educational Administration, The University of Texas–Austin

 

Teaching Experience

I have more than 20 years of teaching experience in university and public school settings, 14 of which have been at The University of Texas at Austin. My areas of teaching experience include graduate and doctoral courses in research methodologies, school improvement, and educational policy. I have chaired 20 doctoral dissertations at The University of Texas at Austin.

I teach the courses listed below. Students evaluate these courses using the standard forms from the Measurement and Evaluation Center. I employ student evaluations consistently as a means of course and personal improvement. Course Instructor Surveys and student comments for those classes evaluated by students during the past three years are contained in my files.

EDA 388:Policymaking and Politics in Education

This course focuses primarily on education policy and politics. Among the topics the course treats are political socialization and the formation of political identity among people and adults; how schools, school systems, and universities operate as political systems; how policymaking occurs in educational systems; and how protest movements affect political decisions. Students are expected to master a range of theories that apply to topics under discussion and to apply those theories to an analysis of practical consequences of decisions. The course relies heavily on case studies and requires high levels of participation.

EDA 381P:Research Design and Policy Analysis

Theory and application of quantitative research techniques in the social sciences, sampling and measurement, questionnaire construction and distribution, response effects validity and reliability, scaling data sources, and data reduction and analysis. In addition, this course covers research designs such as single-subject experimental, quasi-experimental, and nonequivalent groups and descriptive and inferential statistics, including multiple regression models. The ultimate product is an analysis of a policy issue using social science methods.

EDA 381Q: Qualitative Research Design and Policy Analysis

This course covers the rationale and logic of grounded theory methodology. It also includes participant and non-participant observation, informant and conversational interviewing, personal documents and records, life histories, sources of error and bias, personal and ethical dilemmas, and modes of analysis. The objective of this course is to use sociological methods to generate data on a specific policy issue and to develop a policy analysis report.

EDA 683: Educational Policy and School Improvement

This course examines critically the research on effective schools since 1965, including discussion of the influence of teachers, principals, superintendents, school boards, parents, and state and national policy-makers. Research methodologies, results of studies, and efforts to implement results are studied and critiqued. Participants develop their own definition of effectiveness and analyze the performance of a school or classroom based on their own criteria. Participants also use the Accelerated School Model to simulate the process of school improvement planning and to explore the impact of decentralized decision making on school improvement.

Dissertation Chair

	2003	Francisco Guajardo Assistant Professor, UT Pan American
	2003	Margarita Montelongo Freeman Dir. of Human Resources, Texas Atty. General‘s Office
	2002	Miguel Guajardo Assistant Professor, Texas State University
	2002	Belinda De La Rosa Assistant to the VP on Student Affairs, Indiana University
	2002	Karen K. Soehnge Assistant Superintendent, Katy ISD, Texas
	2001	Andrea Rorrer, Winner, 2002 Dissertation of the Year, AERA Division A Assistant Professor, University of Utah
	2001	Edward J. Fuller Adjunct Professor, The University of Texas–Austin, Houston A+ Challenge Evaluation Project Manager,
	2001	Keuw-Woo Lee Ministry of Education, Seoul, Korea
	1999	Jennifer Scott, Winner, 1999 Dissertation of the Year, TASA Assistant Superintendent, Longview ISD, Texas
	1998	Encarnacion Garza Assistant Professor, University of Texas–San Antonio
	1997	Linda Skrla, Winner, 1998 Dissertation of the Year, AASA Associate Professor, Texas A&M University
	1996	Sylvia R. Hatton Director, Region One Educational Service, Texas
	1996	Barbara Day Director, Pikes Peak Board Services, Colorado
	1996	Barbara Lynn Pazey Principal, Cleveland, Ohio
	1994	Carol Ann Bonds, Winner, 1995 Dissertation of the Year, ASDC Superintendent, Rogers ISD, Texas
	1994	Carol Dochen Assistant Dean, Southwest Texas State University
	1994	Jackie Jenkins Director of Field Services, Region 12 Service Center
	1994	Celina C. Russell Principal, Austin ISD, Texas
	1993	Joyce M. Ideas Director Special Education, Austin, Texas
	1993	Yolanda C. Rocha, Winner, 1994 Dissertation of the Year, ASCD Associate Superintendent, Austin ISD, Texas
	1993	James R. Veitenheimer Superintendent, Canyon ISD, Texas

 

Research

Narrative Overview

As a social scientist, Dr. Reyes writes on the subject of the social organization of schools, particularly about the conditions fostering high academic success for children of poverty and the stratification of learning opportunities for children of color. He has raised several million dollars in research funding from The Spencer Foundation, The Annenberg Foundation, the Spencer T. and Ann W. Olin Foundation, the Texas Education Agency, the National Science Foundation, the Houston Endowment, Inc., The Brown Foundation, and the U.S. Department of Education, among others.

Dr. Reyes is the author of Resiliency and Success:  Migrant children in the US (2004); Lessons From High Poverty High Performance Schools: Creating Learning Communities (1999); and Teachers and Their Workplace: Commitment, Performance, and Productivity (1990). In addition, he has authored more than 75 articles, book chapters, monographs, and reviews and has presented more than 50 papers at national academic conferences. His research has appeared in such journals as Educational Administration Quarterly, The High School Journal, Journal of Educational Research, and the Hispanic Journal of Behavioral Sciences. He was Editor of the Book Review Section of Educational Researcher, Associate Editor of the International Journal of Qualitative Studies in Education, and reviewer of many other scholarly journals.

 

Research and Training Grants

Reyes, P. (principal investigator). Texas Reading First: Technical Center. Funded by the US. Department of Education and Texas Education Agency, October 2004 to September 2005. $8.0 million. The University of Texas System.

Reyes, P. (principal investigator). Texas Reading First: Technical Center. Funded by the US. Department of Education and Texas Education Agency, November 2003 to September 2004. $7.5 million. The University of Texas System.

Reyes, P. (principal investigator). Project CORE: Teacher Development Program. Funded by the Texas Education Agency, October 2004 to July 2005. $ 2.0 million. The University of Texas System.

Reyes, P. (principal investigator). Houston Schools for a New Society Study of High School Restructuring. Funded by the Houston A+ Challenge, September 2003 through August 2007. $1.55 million.

Reyes, P. (principal investigator). The University of Texas System Louis Stokes Alliance for Minority Participation. Funded by the University of Texas–El Paso, November 2002 through October 2007. $107,500.

Muller, C., & Reyes, P. (co-principal investigators). Science Achievement and Health Behavior: High School Curriculum, Social Context, and Opportunity to Learn. Sponsored by the National Science Foundation, October 2001 through September 2004. $1.55 million.

Reyes, P. (principal investigator). Improving Student Performance and Closing Achievement Gaps. Funded by the Austin Independent School District, May 2002 through December 2002. $58,000.

Reyes, P. (principal investigator). UT System Alliance for Minority Participation. Funded by The University of Texas–Austin, November 1997 through October 2002. $73,300.

Reyes, P. (principal investigator). Houston Annenberg Challenge Research and Evaluation Study. Funded by the Houston Annenberg Challenge, August 1999 to September 2002. $2.7 million.

Reyes, P. (principal investigator). Migrant Education Policy and Practices. Funded by Texas Education Agency, December 1996. $505,116. (Scribner, J. D., & Wagstaff, L., co-principal investigators)

Reyes, P. (principal investigator). South Texas Initiative Project. Supported by the South Texas Institute for Educational Development, Region One Education Service Center, March 1994. $400,000. (Scribner, J. D., co-principal investigator)

Reyes, Pedro (principal investigator). Causes and Consequences of Teacher Organizational Commitment. Supported by The Spencer Foundation through The National Academy of Education, September 1991. $30,000.

Reyes, Pedro. A proposal to RGK Foundation for charting new directions for the College of Education Center for Research and Development. Supported by the RGK Foundation through the College of Education, November 1991. $90,000.

Reyes, P., & Wagstaff, L. (co-principal investigators). A Study of Site-Based Management. Supported by Educational Economic Policy Center, The University of Texas–Austin, October 1991. $45,000.

Reyes, P. Outcomes of Teachers Organizational Commitment. National Center on Organization and Restructuring of Schools, University of Wisconsin–Madison, 1991. (Member of the research team of a $7.5 million project).

McIssac, D., & Reyes, P. (co-principal investigators). Management Information System for School Improvement. Supported by The Olin Foundation of St. Louis, Missouri, National Center for School Effectiveness/Wisconsin Center for Education Research, University of Wisconsin–Madison, March 1990. $308,000.

Reyes, P. (principal investigator). Teacher Socialization, Commitment, and Student Outcomes in Excellent Math and Science Schools. Supported by the Chancellor's Office Research Grant Committee, University of Wisconsin–Madison, January 1990. $8,400.

Reyes, P. (principal investigator). The Interplay of Work Values and Employee Commitment: A Study of High School Teachers. Supported by the Chancellor's Office Grant Committee, University of Wisconsin–Madison, January 1989. $8,200.

Reyes, P. (principal investigator). Organizational Value Orientation and its Impact on Teachers' and Administrators' Commitment to School and Job Satisfaction. Supported by the Graduate School Research Committee, University of Wisconsin–Madison, January 1988. $5,000.

Reyes, P., & Fernandez, R. R. (principal investigators). Work Conditions of Minority Faculty and Academic Staff Within the University of Wisconsin System. Supported by the Institute on Race and Ethnicity, The University of Wisconsin System, August 1987. $5,000.

Reyes, P. (principal investigator). Organizational Dynamics That Determine the Power of Lower Participants in Educational Organizations. Supported by General Research Fund, University of Kansas, Grant No. 349733, July 1986. $6,000.

 

Publications

Books

Garza, E., Reyes, P., & Trueba, E. T. (2004). Resiliency and success: Migrant children in the United States. Denver, CO: Paradigm Press.

Reyes, P., Scribner, J. D., & Paredes Scribner, A. (1999). Creating learning communities: Lessons from high-poverty high-performance schools. New York: Teacher's College Press.

Reyes, P. (1990). Teachers and their workplace: Commitment, performance, and productivity in educational organizations. San Francisco: Sage.

Chapters

Phillips, J. C., Reyes, P., & Clarke, L. (2003). Building constructive partnerships in urban school reform. In Research perspectives on school reform: Lessons learned from the Annenberg Challenge. Providence, RI: Annenberg Institute for School Reform, Brown University.

Reyes, P. (2001). Implementing school reform in a high-stakes testing policy environment: The case of an urban elementary school. In J. Murphy, L. Beck, & M. Knapp (Eds.), The Keys Reform Project. Cincinnati, OH: Greenwood Press.

Reyes, P. (2000). Delta forces: The changing fabric of American society and education. In J. Murphy & K. S. Louis (Eds.), The handbook of research on educational administration. San Francisco: Jossey-Bass (with L. Wagstaff & L.. Fusarelli).

Reyes, P. (1999). Creating learning communities for high-performing Hispanic schools: A conceptual framework. In P. Reyes, J. D. Scribner, & A. Paredes Scribner (Eds.), Creating learning communities: Lessons from high-poverty high-performance schools. New York: Teacher's College Press (with J. D. Scribner).

Reyes, P. (1999). Creating student classroom environments: The case of mathematics. In P. Reyes, J. D. Scribner, & A. Paredes Scribner (Eds.), Creating learning communities: Lessons from high-poverty high-performance schools. New York: Teachers College Press. (with B. Pazey)

Reyes, P. (1995). Educational policy and the growing Latino student population: Problems and prospects. In A. M. Padilla (Ed.), Hispanic psychology: Critical issues in theory and research (pp. 303-325). San Francisco: Sage. Reprint. (with R. R. Valencia)

Reyes, P. (1995). Educational politics and policy: And the game goes on. In The study of educational politics (pp. 201-212). New York: Falmer Press (with J. D. Scribner & L. Fusarelli).

Reyes, P. (1994). Effective leadership and teacher commitment. In P. W. Thurston & N. A. Prestine (Eds.), New directions in educational administration, policy, preparation and practice. Greenwich, CT: JAI Press.

Reyes, P. (1993). School reform: Introducing race and ethnicity into the discourse. In C.A. Capper (Ed.), The social context of education: Administration in a pluralistic society. New York: State University of New York Press. (with W. Velez & R. Peña)

Reyes, P. (1991). The selection process. In The Wisconsin administrator selection guide. Wisconsin Department of Public Instruction.

Reyes, P. (1991). Chapter 4: Finding a leader. In The Wisconsin administrator selection guide. Wisconsin Department of Public Instruction.

Reyes, P. (1990). Introduction: What research has to say about commitment, performance, and productivity. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity. San Francisco: Sage.

Reyes, P. (1990). Linking commitment, performance, and productivity. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity. San Francisco: Sage.

Reyes, P. (1990). Organizational commitment of teachers. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity. San Francisco: Sage.

Reyes, P. (1989). The human and organizational context of schools. In P. J. Burke & R. Heideman (Eds.), Programming for staff development in educational institutions. New York: Falmer Press.

Reyes, P. (1988). Factors that affect the commitment of children at risk to stay in school. In J. M. Lakebrink (Ed.), Children at risk. Springfield, IL: Charles C. Thomas.

Reports and Monographs

Reyes, P., Fuller, E., & Phillips, J. C. (2005, January). Full report, Year 1, Houston Schools for a New Society evaluation. Report to the Houston A+ Challenge. Houston, TX: Houston A+ Challenge.

Reyes, P., Fuller, E., & Phillips, J. C. (2004, September). Executive summary, Year 1, Houston Schools for a New Society evaluation. Report to the Houston A+ Challenge. Houston, TX: Houston A+ Challenge.

Fuller, E., & Reyes, P. (2004). The University of Texas System teacher preparation: Production, retention, and employment of teachers 1995–2002. Report prepared for The University of Texas System. Austin: The University of Texas.

Reyes, P., & Phillips, J. C. (2003, July). 2002 Houston Annenberg Challenge evaluation report: Lessons learned on urban school reform. Final-year report to the Houston Annenberg Foundation. Houston, TX: Houston Annenberg Challenge.

Reyes, P., & Phillips, J. C. (2003, April). 2002 Annenberg executive summary: Lessons learned on urban school reform. Final-year executive summary report to the Houston Annenberg Foundation. Houston, TX: Houston Annenberg Challenge.

Reyes, P., & Phillips, J. C. (2002). Transformación de las escuelas públicas: Informe del resumen del segundo año. Houston, TX: Houston Annenberg Challenge

Reyes, P., & Phillips, J. C. (2002, May). Transforming public schools: Year two evaluation report, August 2001. Second-year full report to the Houston Annenberg Foundation. Houston, TX: Houston Annenberg Challenge.

Reyes, P., & Phillips, J. C. (2002, April). Transforming public schools: Year two summary report, August 2001. Second-year executive summary report to the Houston Annenberg Foundation. Houston, TX: Houston Annenberg Challenge.

Reyes, P. (2001, May). Transforming public schools: Summary report, August 2000. First-year report to the Houston Annenberg Foundation. Houston, TX: Houston Annenberg Challenge.

Reyes, P., Scribner, J. D., & Wagstaff, L. (2000, January). A vision for tomorrow: Training modules for successful migrant education practices. Third and final-year report to the Division of Migrant Education, Texas Education Agency. Austin: Texas Education Agency.

Reyes, P., & Rorrer, A. (1999). Ways to improve mathematics education for migrant students: Training modules. Austin: Texas Education Agency.

Reyes, P., Scribner, J. D., & Wagstaff, L. (1999, January). A vision for tomorrow: Successful migrant education practices. Second-year report to the Division of Migrant Education, Texas Education Agency. Austin: Texas Education Agency.

Reyes, P., Fletcher, C., & Molina, M. (1998). Successful migrant students: The case of mathematics. Austin: Texas Education Agency.

Reyes, P., & Fletcher, C. (1997). Migrant educational policy: The case of mathematics programs. Austin: Texas Education Agency.

Reyes, P., & Scribner, J. (1996). Community of learners: Training modules. Effective Border Schools Research and Development Initiative. Edinburg, TX: Region One Education Service Center.

Reyes, P., & Scribner, J. (Eds.). (1996). Final report of research findings. Effective Border School Research and Development Initiative. Edinburg, TX: Region One Education Service Center.

Reyes, P., & Pazey, B. (1996). Research findings: Learning in mathematics for linguistically diverse students. Effective Border Schools Research and Development Initiative. Edinburg, TX: Region One Education Service Center and The University of Texas at Austin.

Reyes, P., & Scribner, J. (Eds.). (1995). Comprehensive report on borderland schools. Effective Border School Research and Development Initiative. Edinburg, TX: Region One Education Service Center.

Reyes, P., & Pazey, B. (1995). Learning in mathematics for linguistically diverse students: Challenges for Hispanic students in Texas borderland schools. Effective Border Schools Research and Development Initiative. Edinburg, TX: Region One Education Service Center and The University of Texas at Austin.

Reyes, P., & Fuller, E. J. (1995). Effects of selected elements of communal schools on middle and high school achievement. Madison: University of Wisconsin, Center on Organization and Restructuring of Schools.

Reyes, P. (1993). The context of math achievement: Teacher effects on students. Madison: University of Wisconsin, Wisconsin Center for Education Research.

Reyes, P. (1992). Preliminary models of teacher commitment: Implications for restructuring the workplace. Madison: University of Wisconsin, Center on Organization and Restructuring of Schools.

Reyes, P., & Wagstaff, L. (1992). A study of site-based management: Concept and practice. Austin: The University of Texas, Educational and Economic Policy Center.

Reyes, P. (1989). Toward an organizational taxonomy for institutions of higher education (#89-5). Houston, TX: University of Houston, Institute for Higher Education Law and Governance.

Reyes, P., & Fernandez, R. (1988). The work conditions of minority faculty and academic staff in the University of Wisconsin system. Madison: University of Wisconsin System Institute on Race and Ethnicity.

Articles  (*=Refereed)

Reyes, P., & Wagstaff, L. (2004). Leadership, diverse students, and successful teaching and learning. In Research on educational leadership: Teacher’s College Press. New York, NY.

*Reyes, P., & Fletcher, C. (2003). Successful migrant students: The case of mathematics. Journal of Curriculum and Supervision, 18(4), 306-333.

*Reyes, P., & Rorrer. A. (2001). U.S. school reform policy, accountability systems, and the Limited English Proficient student. Journal of Educational Policy, 16(2), 163-178.

*Skrla, L., Reyes, P., & Scheurich, J. J. (2000). Sexism, silence, and solutions: Women superintendents speak up and speak out. Educational Administration Quarterly, 36(1), 44-75.

Reyes, P., & Shin, H.-S. (1998). Work redesign and teacher outcomes in American public school. Korean Journal of Comparative Education, 8(2), 335-358.

*Reyes, P., & Scribner, A. (1995). Education reform, students of color, and potential outcomes. The High School Journal, 78, 215-225.

*Reyes, P., & Shin, H. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of School Leadership, 5, 22-39.

Reyes, P. (1994). Cultural citizenship and social responsibility: A call for change in educational administration. 1993 UCEA Annual Presidential Address. UCEA Review, 35(1) 1-13.

*Reyes, P., & Valencia, R. R. (1993). Educational policy and the growing Latino student population: Problems and prospects. Hispanic Journal of Behavioral Sciences, 15, 258-283.

Reyes, P. (1993, April). Applying computers to manage schools. The School Administrator.

*Reyes, P., & Pounder D. (1993). Organizational orientation in private and public schools and teacher outcomes. Journal of Educational Research,87, 86-93.

*Reyes, P., & Imber, M. (1992). Teachers' perceptions of the fairness of their workload and their commitment, job satisfaction, and morale: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 5, 291-302.

*Shaw, J., & Reyes, P. (1992). School cultures: Organizational value orientation and commitment. Journal of Educational Research, 85, 295-302.

Reyes, P., & McIsaac, D. (1992). The use of technology in school improvement. Proceedings from the Ninth International Conference on Technology and Education, 1, 12-15.

*Reyes, P., & Capper, C. (1991). Urban principals: A critical perspective on the context of minority student dropout. Educational Administration Quarterly,27, 530-557.

*Reyes, P., & Hoyle, D. (1991). Teachers' communication satisfaction with their principals. Journal of Educational Research, 85, 163-168.

Reyes, P. (1991). What role should schools have? The School Administrator, 48, 36.

*Imber, M., Niedt, W. A., & Reyes, P. (1990). Factors contributing to teacher satisfaction with participative decision making. Journal of Research and Development in Education, 23, 216-225.

*Reyes, P. (1990). Individual work orientation and teacher outcomes. Journal of Educational Research, 83, 327-335.

Reyes, P., Madsen, J., & Taylor, B. (1990). Do career ladders enhance teacher commitment, job satisfaction or morale? Implications for administrative policy making. NASSP Bulletin, 74, 118-120.

*Reyes, P., & McCarty, D. J. (1990). Factors related to the power of lower participants in educational organizations: Multiple perspectives. Sociological Focus, 23, 17-30.

*Reyes, P. (1989). The relationship of autonomy in decision making to commitment to school and job satisfaction: A comparison between public school teachers and mid-level administrators. Journal of Research and Development in Education, 22, 62-69.

Reyes, P. (1988). Schools must match incentives to value structures. NAASP Bulletin, 73, 133-34.

Reyes, P., & McCarty D. J. (1988). The professorship in educational administration: Factors in selecting an assistant professor. Record in Educational Administration and Supervision, 9, 16-18.

*McCarty, D. J., & Reyes, P. (1987). Organizational models of governance: Academic deans' decision-making styles. Journal of Teacher Education, 38(5), 2-8.

*Young, M., & Reyes, P. (1987). Conceptualizing enrollment behavior: The effect of student financial aid. Journal of Student Financial Aid, 17(3), 41-50.

*Reyes, P., & Twombly, S. (1986). Perceptions of contemporary governance in community colleges: An empirical study. Community College Review, 14(3), 4-12.

Book Reviews

*Reyes, P. (1991). Teachers' workplace: The social organization of schools, by S. Rosenholtz, for Educational Administration Quarterly, 26, 402-404.

*Reyes, P. (1990, May–June). How colleges work, by R. Birnbaum, for Journal of Higher Education, 61, 357-360.

Papers

Reyes, P. (2002, June). Leadership and the achievement of minority students. Symposium presented at the University of Maryland–College Park, June 19–21.

Reyes, P. (2002, March). Enhancing equity and accountability through smaller learning communities in high schools. Symposium presented to Norwest Regional Educational Laboratory, March 22–23, Houston, TX.

Rorrer, A. & Reyes, P. (2002, March). Leadership and equity. Paper presented at the Annual Meeting of the American Education Research Association, March 1–5, New Orleans, LA.

Reyes, P. (2001). Learning for the success of all students: Documentary as data collection and evidence. In Documentary and conversation. Symposium conducted at the meeting of the University Council for Educational Administration, Cincinnati, OH.

Reyes, P. (2001). Mechanisms of reform: Leadership and collaboration. In Leadership and learning in urban school reform. Symposium conducted at the meeting of the University Council for Educational Administration, Cincinnati, OH.

Reyes, P. (2001). Rethinking educational leadership for the 21st century. Symposium presented at the Annual Meeting of the American Association of Colleges and Universities for Teacher Education, Dallas, TX.

*Reyes, P. (2001). Accountability and public education. Symposium presented at the Annual Meeting of the American Education Research Association, Seattle, WA.

*Reyes, P. (2001). Reform and accountability in urban schools. Symposium presented at the Annual Meeting of the American Education Research Association, Seattle, WA.

Reyes, P. (2001). Forging academic partnerships for student success. Thompson Conference Center, The University of Texas at Austin.

*Reyes, P. (2000). The internal and external politics of implementing urban school reform. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

*Reyes, P. (2000, April). Symposium on race and class in schools. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Reyes, P. (2000). Restructuring higher education in the United States. Presented at the Ministry of Education Research Office, Seoul, Korea.

Reyes, P. (2000). Restructuring higher education in the United States. Presented at The University of Buenos Aires, Argentina.

Reyes, P. (2000). School reform in high-poverty schools. Presented to school principals at Area Four Region Service Center, Houston, Texas.

*Reyes, P. (1999, November). Implementing school reform in an active policy environment. Presented at the annual meeting of the University Council for Educational Administration, Minneapolis, MN.

*Reyes, P. (1999, April). School improvement in an urban setting. Presented at the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.

*Reyes, P. (1998, April). Creating learning communities. Presented at the annual meeting of the American Educational Research Association. San Diego, CA.

*Reyes, P., & Pazey, B. (1997, April). Classroom communities. Presented at the annual meeting of the American Educational Research Association, New York.

*Reyes, P., & Fuller, E. J. (1996, March). Urban secondary schools, sense of community and mathematics achievement. Presented at the annual meeting of the American Association of School Administrators, San Diego, CA.

Reyes, P. (1996, July). Community of learners: A framework for school improvement. Presented at the annual conference of Region One Superintendents, South Padre Island, TX.

Reyes, P. (1996, March). Learning mathematics for linguistically diverse students: A research report. Presented to Region One educators and administrators, Edinburg, TX.

*Reyes, P., & Fuller, E. J. (1995, April). The effects of selected elements of communal schools. Presented at the annual meeting of the American Educational Research Association, San Francisco.

*Reyes, P., Scribner, J. D., & Fusarelli, L. (1995, April). Proposing new research directions toward the Year 2019. Presented at the annual meeting of the American Educational Research Association, San Francisco.

*Reyes, P., & Pazey, Barbara (1995, April). Building classroom communities. Presented at the annual meeting of the American Educational Research Association, San Francisco.

*Reyes, P. (1994, April). Discussions of political philosophy: The past, present and the future. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

*Reyes, P. (1994, April). Predictors of student achievement: The case of three minority groups. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

*Reyes, P., & Scribner, J. D. (1994, April). Participation research. Presented at the annual meeting of the American Association of School Administrators, San Francisco.

*Reyes, P. (1993, October). Our social responsibility to achieve gender and racial equity in departments of Educational Administration. Paper presented at the annual meeting of the University Council for Educational Administration, Houston, TX.

Reyes, P. (1993, January). School restructuring and the use of computers. Presented at the annual meeting of the Southwest Educational Research Association, Houston, TX.

*Reyes, P., & Laible, J. (1993, February). Building teacher commitment to school restructuring. Presented at the annual meeting of the American Administrator School Association, Orlando, FL.

Reyes, P., & Shin, H.-S. (1992, April). Multilevel analysis of teacher commitment. Presented at the annual meeting of The American Educational Research Association, San Francisco.

Shin, H.-S., & Reyes, P. (1992, April). Developing a causal model of teacher organizational commitment. Presented at the annual meeting of The American Educational Research Association, San Francisco.

*Reyes, P. (1991, April). Individual and organizational influences on teacher commitment. Presented at the annual meeting of the American Educational Research Association, Chicago.

*Shin, H.-S., & Reyes, P. (1991, April). Teacher commitment and job satisfaction. Presented at the annual meeting of the American Educational Research Association, Chicago.

*Reyes, P. (1991, April). Educational administration and persons of diverse races, cultures, and ethnicities. Presented at the annual meeting of the American Educational Research Association, Chicago.

*Reyes, P. (1991, February). The effects of technology on teacher and administrator behavior. Paper presented at the annual meeting of the American Administrator School Association.

Reyes, P., & Nash, J. B. (1990, August). The NCESRD database: Making desegregation fun. In National School Improvement Institute—Achieving effective schools in a changing society: The next steps, Oak Brook, IL.

Reyes, P., & Nash, J. B. (1990, June). Innovations in data analysis for school improvement. In National School Improvement Symposium on Technological and Cultural Aspects of School Renewal, Overland Park, KS.

Reyes, P., & Nash, J. B. (1990, June). The NCESRD database: Hands-on practice. In National School Improvement Symposium on Technological and Cultural Aspects of School Renewal, Overland Park, KS.

*Reyes, P., & Capper, C. (1990, April). Urban principals: A critical perspective on the context of student outcomes. Presented at the annual meeting of the American Educational Research Association, Boston.

*Shaw, J., & Reyes, P. (1990, April). A comparison of elementary and high school cultures and teacher commitment. Presented at the annual meeting of the American Educational Research Association, Boston.

*Reyes, P. (1989, October). The factors that explain the organizational commitment of lower participants. Presented at the annual meeting of the Midwestern Educational Research Association, Chicago.

*Reyes, P., Madsen, J., & Taylor, B. (1989, April). Organizational incentives, teacher commitment, morale, and job satisfaction: Is the program achieving its goals. Presented at the annual meeting of the American Educational Research Association, San Francisco.

*Reyes, P., & Hoyle D. (1989, April). Faculty commitment in diverse college settings. Presented at the annual meeting of the American Educational Research Association, San Francisco.

*Reyes, P., & Hoyle, D. (1989, April). Teachers' communication satisfaction with their supervisors. Presented at the annual meeting of the American Educational Research Association, San Francisco.

*Reyes, P. (1988, April). Trends in academic governance: Faculty and chairperson's analysis. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

*Reyes, P., Madsen, J., & Taylor, B. (1988, April). Organizational incentives and teachers' morale, job satisfaction, and organizational commitment. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

*Reyes, P. (1987, April). Organizational autonomy, commitment to schools and job satisfaction among public school teachers and school administrators. Presented at the annual meeting of the American Educational Research Association, Washington, DC

*Reyes, P., & Pounder, D. (1987, April). Organizational value structure and their impact on commitment to schools and job satisfaction: A comparison between public and private K-12 systems. Presented at the annual meeting of the American Educational Research Association, Washington, DC.

*Reyes, P., & Smith, G. (1987, November). Faculty and academic staff participation in academic governance: The social contract model. Presented at the annual meeting of the Association for the Study of Higher Education, San Diego, CA.

*Reyes, P., & McCarty, D. J. (1986, November). The power of lower participants in educational organizations. Presented at the annual meeting of the Association for the Study of Higher Education, San Antonio, TX.

*Reyes, P. (1986, October). Organizational value and its impact on organizational commitment and job satisfaction among teachers. Presented at the annual meeting of the Midwestern Educational Research Association, Chicago.

*Reyes, P., & Madsen, J. (1986, October). Managerial behavior of elementary, secondary, and special education principals: An empirical assessment. Presented at the annual meeting of the Midwestern Educational Association, Chicago.

*Reyes, P. (1986, April). Governing academic organizations: The academic dean and the president review the current state of college governance. Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

*Reyes, P., & McCarty, D. J. (1985, November). Models of institutional governance: Academic deans' decision-making patterns as evidenced by chairpersons. Presented at the annual meeting of the Association for the Study of Higher Education, Chicago.

*Reyes, P., & McCarty, D. J. (1985, October). Professors' view of academic decision making as executed by academic deans: A case study. Presented at the annual meeting of the Midwestern Educational Research Association, Chicago.

 

Administrative and Committee Service

Service Within the Department

	2001	Chair, Redesigned Ph.D. Committee
	1998–1999	Chair, Post-Tenure Review Committee
	1994–1997	Graduate Advisor and Chair of the Graduate Studies Committee
	1995–1996	Member, Search and Screen Committee for Educational Policy Director position
	1994	Chair, Department Strategic Planning Committee
	1993	Chair, Committee to Restructure Research Courses
		Chair, Committee to Establish Criteria for Review of Core Exams
		Member, Ad Hoc Committee to Redesign the Principal’s Prep. Program
		Member, Committee to Mentor Martha Ovando
		Member, Committee to Mentor Deborah Kazal-Thresher
	1992	Member, Search and Screen Committee for Baker position
	1991	Member, Search and Screen Committee for Veir position
	1986–1990	Planary Representative, University Council for Educational Administration, University of Wisconsin-Madison
	1988–1990	Member, Department Personnel Committee, University of Wisconsin–Madison
	1987–1988	Member, Department Admissions Committee, University of Wisconsin–Madison
	1986–1987	Member, Department Program Committee, University of Wisconsin–Madison
	1985–1986	Member, Promotion and Tenure Committee, University of Kansas

Service Within the College

	1991–1998	Chair, College of Education Faculty Computer Committee
	1993–1996	Chair, Sanchez-Marres Scholarship Committee
	1993–1996	Member, Advisory Committee to CARDE
	1993–1996	Member, Advisory Committee to Learning Technology Center
	1992–1993	Co-Chair, Steering Committee on The College of Education Research and Development Center
	1991–1992	Member, Proposal Design Committee for The Professional Development Center, College of Education
	1987–1989	Member, School of Education Graduate Assistant Policy and Procedures Committee, University of Wisconsin–Madison

Service Within the University

	2003–Present	Associate Vice Chancellor for Academic Planning and Assessment, UT System
	1997–2003	Associate Dean for Graduate Studies
	2001	Member, Search Committee for VP and CFO
	1996–1998	Member, Faculty Council
	1994–1998	Member, Texas Poll Advisory Council
	1995–1996	Member, Ad Hoc Committee to Evaluate the Dean of the College of Education
	1995–1996	Member, Committee on Graduate Student Support
	1994–1996	Member, Teacher Education Committee
	1995	Member, President's Ad Hoc Committee on the Organization and Functions of the Vice President and Dean of Graduate Studies
	1994	Member, Ad Hoc Committee on Graduate Students
	1987–1990	Chair, Chancellor's Scholarship Committee, University of Wisconsin–Madison
	1986–1988	Member, Chicano Studies Advisory Committee, University of Wisconsin–Madison
	1985–1986	Member, First Level Review Committee for the General Research Fund, University of Kansas

 

Public Service to Community

Professional Organizations

	1987–2001	Division A Program Proposal Reviewer for Annual Meeting, American Education Research Association
	1987–2001	Program Proposal Reviewer for Annual Meeting, University Council for Educational Administration
	1987–1989	Program Proposal Reviewer, Association for the Study of Higher Education
	1990–1995	Executive Board Member, University Council for Educational Administration
	1994	Member, Task Force on Diversity, University Council for Educational Administration
	1993	President, University Council for Educational Administration
	1992	President-Elect, University Council for Educational Administration
	1992	Steering Committee on the knowledge base of educational administration, UCEA
	1992	Program Chair for annual convention of University Council for Educational Administration
	1989	Member, Association for the Study of Higher Education, Nomination Committee
	1989	Member, Task Force on Ethnic Participation in Association for the Study of Higher Education
	1988	Member, Alternative Futures Committee, Association for the Study of Higher Education
	1987	Member, Program Committee, Association for the Study of Higher Education
	1987	Program Co-chair, Faculty Dialogues, Annual Meeting, San Diego, CA, Association for the Study of Higher Education
	1986	Symposia and Special Topics Proposal Reviewer, Association for the Study of Higher Education

Professional and Consulting Service

	1989	Wisconsin School Boards Association, consultant on Compensation Studies for Wisconsin School Districts.
	1989	Wisconsin Department of Public Instructions, member of the Wisconsin Administrative Guide Committee.
	1989	Consultant to the DC Everest School District on studying staff morale levels
	1989	Madison Area Technical College, consultant on developing an assessment study of educational needs for minorities in the South side of Madison
	1988	Consultant to the Menominee School District on studying the administrative and compensation structures
	1995	Chairman, Ohio Board of Regents Review for Educational Administration Departments
	1994–1996	Urban Partnership Program Evaluation Advisor, Ford Foundation

Community Activities

	2000	Member, Task Force on Administrative Information Systems for Austin Independent School District
	2000	Member, Task Force on Dropout Prevention/Reduction Action Plan for Austin Independent School District
	1999	Task Force on Student Dropout, Austin Independent School District
	1993	Evaluation Team, Huston-Tillotson College, Austin, TX
	1992	Eanes Independent School District Strategic Planning Committee
	1988	Madison Area Technical College, Advisory Board of the South Madison Education Center
	1986	Wisconsin Department of Public Instruction, member of the Administrative Assessment Center
	1994	Appearance on National Public Radio, Albany, NY. Speaking on the topic of School Reform for Urban Schools

 

Mailing Address

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