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Joanna H. Fox

Joanna Hornig Fox is Deputy Director, Everyone Graduates Center (EGC), School of Education, Johns Hopkins University.  Her interests are in research, policy and practice at the state, district, school and community levels, and network and capacity-building.  She co-directs EGC’s Bill & Melinda Gates’ Foundation-funded Pathways to Adult Success initiative, which with educators from 27 states develops a system of strategies from late elementary advancing more students’ preparation, access, enrollment and persistence in postsecondary.  Previously she was field director for an Institute of Education Sciences funded effort involving 20 of Alabama’s lowest performing schools.  Students in the critical ninth grade year were supported with a system of promotion coaches and teams focused on data and interventions.  Fox also was southern regional director for Johns’ Hopkins Talent Development Secondary initiative, building capacity among district leaders, principals, and school leadership teams to effectively implement that school reform model. This followed efforts as director of the Urban Network, Southern Regional Education Board, with 80 high schools, and similar work in the District of Columbia.

Fox is also experienced in design and development of large-scale business/university/district/school partnerships; building and leading a statewide math and science summer internship program for teachers through Georgia Institute of Technology and organizing other STEM professional development.  Early on, she spent 10 years as a community activist focused on transportation, zoning and land use as Atlanta grew from a sleepy southern town to a magnet city.  Fox co‐authored Grad Nation: Progress and Challenges for six years, as well as Graduating America; Grad Nation: A Guidebook, and was lead co‐author for On Track for Success. She presents at national and regional conferences, holds a B.A. cum laude in biology from Harvard‐Radcliffe Colleges, Harvard University.

Implementation of an Early Warning Indicator and Intervention System

Implementation of an Early Warning Indicator and Intervention System

By Marcia H. Davis, Martha Abele Mac Iver, Robert W. Balfanz, Marc L. Stein, and ...

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Closing the College Gap: A Roadmap to Postsecondary Readiness and Attainment

Closing the College Gap: A Roadmap to Postsecondary Readiness and Attainment

In just over a decade, the nation witnessed a 77 percent increase in associate degrees ...

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For All Kids, How Kentucky is Closing the High School Graduation Gap for Low-Income Students

For All Kids, How Kentucky is Closing the High School Graduation Gap for Low-Income Students

For All Kids, How Kentucky is Closing the High School Graduation Gap for Low-income Students, ...

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2015 Building a Grad Nation Report

2015 Building a Grad Nation Report

Too many students are trapped in failing schools or in communities of intergenerational poverty with ...

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Building a Grad Nation 2015 Executive Brief

Building a Grad Nation 2015 Executive Brief

The Building a Grad Nation Executive Brief highlights the national high school graduation rate trends, depicting ...

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Getting Back on-Track: Early Warning Indicator Analysis of High School & Post-Secondary Outcomes San Jose Unified School District

Getting Back on-Track: Early Warning Indicator Analysis of High School & Post-Secondary Outcomes San Jose Unified School District

This study was conducted by the Everyone Graduates Center (EGC) of the School of Education, ...

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2014 Building a Grad Nation Report

2014 Building a Grad Nation Report

This fifth annual update on America’s high school dropout crisis shows that, for the first ...

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Corporation for Public Broadcasting’s American Graduate Initiative Evaluation

Corporation for Public Broadcasting’s American Graduate Initiative Evaluation

Ending the dropout crisis will require sustained and coordinated community efforts driven by an understanding ...

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Early Intervention Drives Graduation Success

Early Intervention Drives Graduation Success

The path to dropout starts early. So the earlier a struggling student is identified, ideally ...

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