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William J. Glenn

William Glenn, Associate Professor

William Glenn, Associate Professor
William Glenn, Associate Professor

Department of School of Education
7054 Haycock Road
Falls Church, VA 22032
703-538-8493 |

William J. Glenn is an associate professor in the School of Education at Virginia Tech in Falls Church, Virginia. He graduated with a Ph.D. from the University of Southern California and a J.D. from the University of California, Berkeley. His primary research interest is how legal, financial, and other policy factors relate to the equity of PK-12 student inputs and outputs. A new project of interest to him involves examining factors related to leadership in STEM schools.

  • School finance equity and adequacy
  • Student speech rights
  • School desegregation
  • Public school search and seizure
  • STEM leadership
  • PhD, Education Policy, Planning, and Administration, University of Southern California, Rossier School of Education, 2005
  • MA, Education Administration, California State University, Los Angeles, 2002
  • Multiple Subject Teaching Credential (Elementary Education), California State University, Long Beach, 1997
  • JD, Law, University of California, Berkeley (Boalt Hall), 1991
  • BA, Biochemistry and Philosophy, University of California, San Diego, 1988
  • University Council for Educational Administration (UCEA), Plenum Session Representatives
  • Education Law Association, Member
  • Journal of Education Finance, Editorial Board
  • JSARD, Article reviewer
  • EPAA, Article reviewer
  • Urban Education, Article reviewer

Kaufman, E. K., Cash, C. S., Coartney, J. S., Ripley, D., Guy, T. M., Glenn, W. J., Mitra, S. Anderson, J. C. (Nov. 2019 in press). Planning to create a culture of continuous improvement with the Department of Defense Education Activity. Educational Planning

Eagle, D. & Glenn, W. J., (2018). Teacher absences in Commonwealth of Virginia: An analysis of patterns and predictors and implications for policy Journal of School Administration Research and Development, 3(1), 32-41.

Glenn, W. J. (2018). [Review of the book The new reality for suburban schools, by J. T. Shiller], Teachers College Record, (May 3).

Nowak, B. & Glenn, W. J., (2017). Searches of students’ cell phones: Case analysis and best practices. Education Leadership Review of Doctoral Research, 5, 16-29.

Glenn, W. J. (2015). School segregation in Jefferson County and Seattle: The impact of the Parent Involved ruling and district actions. Cleveland State Law Review, 63(2), 298-317.

Jones, J. & Glenn, W. J, (2013). Using professional learning communities to tum around a low-performing high school: A case study. In S. Harris. S. Edmonson, J. M. Garrison, & J. W. Hill (Eds.), Critical Social Justice Issues for School Practitioners (pp. 180 -192). Ypsilanti, MI: NCPEA

Glenn, W. J. (2012). School resegregation: A synthesis of the evidence. The Educational Forum, 76(3), 282-298.

Glenn, W.J. (2011). A quantitative analysis of the increase in public school segregation in Delaware: 1989-2006. Urban Education, 46(4), 719-740. DOI 10.1177/0042085911400321

Glenn, W. J. (2010, July 20). Regulating student internet communications: A 2010 update. International Journal of Educational Leadership Preparation, 5(3). Retrieved from

Glenn, W. J. (2010). Altering grade configurations in Virginia schools: Reducing school segregation without necessarily considering race in light of the Parents Involved ruling. North Carolina Law Review, 88(3), 1091-1143.

Glenn W. J., Picus, L. O., Odden, A., & Aportola, A. (2009). The equity of school facilities funding: Examples from Kentucky. Education Policy Analysis Archives, 17(14). Retrieved from

Glenn, W. J. (2009a).  Assessment for learning in K-12 science departments: A case study. Journal of MultiDisciplinary Evaluation, 6(12), 44-51.

Glenn, W. J. (2009b). School finance adequacy litigation and student achievement: A longitudinal analysis. Journal of Education Finance, 34(3), 247-266.

Glenn, W. J., & Creighton, T. (2008). University teaching that improves school leadership: Basic techniques to help school leaders use data effectively. NCPEA Education Leadership Review, 9(2), 129-142.  

Glenn, W. J. (2008a).  Adequacy, litigation, and student achievement. International Journal of Educational Leadership Preparation, 3(1). Retrieved from

Glenn, W. J. (2008b).  A practical new approach to teaching data analysis to future school leaders: Using common technology to guide data-driven decision making. Virginia Society for Technology in Education Journal, 22(2).  Retrieved from

Kezar, A., Glenn, W. J., Lester, J., & Nakamoto, J. (2008).  Examining organizational contextual features that affect implementation of equity initiatives. Journal of Higher Education, 79(2), 125-159. doi:10.1353/jhe.2008.0006

Glenn, W. (2007, May 31). Regulating student created websites: Free speech in cyberspace. International Journal of Educational Leadership Preparation, 1(1). Retrieved from

Glenn, W. J., & Picus, L. O. (2007). The Williams settlement and the prospects for future school finance adequacy litigation in California. Journal of Education Finance, 32(3), 382-394.

Glenn, W. J. (2006). Separate but not yet equal: The relation between school finance adequacy litigation and African American student achievement. Peabody Journal of Education, 81(3), 63-93. doi:10.1207/s15327930pje8103_3

Glenn, W. J. (2006). Does school finance adequacy litigation benefit students? School Business Affairs, 72(9), 37-40.

Glenn, W. J., Picus, L.O., Marion, S., & Calvo, N. (2006). School facility quality and student achievement in Wyoming. School Business Affairs, 72(5), 12-16.

Picus, L. O., Marion, S., Calvo, N., & Glenn, W. J. (2005). Understanding the relationship between student achievement and the quality of educational facilities: Evidence from Wyoming. Peabody Journal of Education, 80(3), 71-95. doi:10.1207/s15327930pje8003_5

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