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Eric Haas, J.D., Ph.D. Faculty Profile

Photo of Eric Haas

Eric  Haas, J.D., Ph.D.

Professor, Director of Ed Leadership Doctoral Program

Department of Educational Leadership

Eric Haas is a Professor of Educational Leadership and Director of the Doctorate in Educational Leadership for Social Justice Program.  Dr. Haas has been in education for nearly 30 years. He started as a teacher and science center director, working as a Peace Corps Volunteer in Liberia, West Africa. Since then, he has worked as a teacher in London and Caracas, Venezuela, a teacher and principal in Phoenix, Arizona, a senior researcher at WestEd, and a faculty member or instructor at six universities before coming to Cal State East Bay. During his career, Dr. Haas has conducted research and program evaluations, managed schools, classrooms and research teams, and directed trainings of teachers, graduate students and community leaders. His research interests are in the legal rights and education experiences of English learners, promoting school reform, and the process of education policy change, with a focus on the influence of unconscious mental models on conscious decision-making. He has been the principal investigator of an IES Goal 3 evaluation of the WRITE English learner writing program and the lead evaluator of the Lindsay USD (CA) Race to the Top grant for developing their personalized performance based learning system. His work has been published in Educational Administration Quarterly, the Bilingual Research Journal, and the American Educational Research Journal, among others. Dr. Haas is currently finishing his second book, which concerns best practices for educating English learners with learning disabilities. Dr. Haas received his B.S. in electrical engineering from Notre Dame, a law degree from The Catholic University of America, and an MEd in Curriculum and Instruction and a PhD in Educational Leadership from Arizona State University.

  • Ph.D., Educational Leadership and Policy Studies, 2004 Concentration in Social Foundations of Education Dissertation, Face value: The use of think tanks in education reporting Chair: Dr. Mary Lee Smith Arizona State University Tempe, Arizona
  • M.Ed., Curriculum and Instruction, 2000 Emphasis in math and science education Arizona State University Tempe, Arizona
  • J.D., The Catholic University of America, 1990 Columbus School of Law Washington, DC
  • B.S., Electrical Engineering, 1984 The University of Notre Dame Notre Dame, Indiana
Spring Semester 2020
Course #SecCourse TitleDaysFromToLocationCampus
EDLD 72501Rdg & Wrtg Educ LeadershipF6:00PM9:00PMAE-0142Hayward Campus

Books

Haas, E., & Esparza Brown, J. (under contract & review). Identifying and supporting English learners with disabilities: Research and best practices for success. New York: Teachers College Press. [expected publication: April 2019]

Haas, E., Fischman, G.E., & Brewer, J. (2014) Dumb ideas won't create smart kids: Straight talk about bad school reform, good teaching, and better learning. New York: Teachers College Press.

Peer Reviewed Publications

Journal Articles

Strom, K., Haas, E., Danzig, A., Martinez, E., & McConnell, K. (2018). Preparing educational leaders to think differently in polarized, post-truth times. The Educational Forum, 82(3), 259-277. https://doi.org/10.1080/00131725.2018.1458361

Haas, E., Goldman, J., & Faltis, C. (2018). Writing practices for mainstream middle school teachers of English learners: Building on what we know works effectively with middle school English learners. The Educational Forum, 82(2), 208-226. https://doi.org/10.1080/00131725.2018.1420865

Fischman, G. E., & Haas, E. (2015). Más allá de discursos idealizadores y simplistas en educatión para la ciudadanía. Universidades, http://www.udual.org/revistauniversidades/doss64-4.html

Fischman, G. E., & Haas, E. (2014). Moving beyond idealistically narrow discourses in citizenship education. Policy Futures in Education 12 (3), 387-402.

Fischman, G. E., & Haas, E. (2012). Beyond “idealized” citizenship education: Embodied cognition, metaphors and democracy. Review of Research in Education (RRE), Volume 36: Education, Democracy and the Public Good,190 - 217.

Fischman, G. E., & Haas, E. (2012). Cidadania. Educação & Realidade 37 (2), 439-466.

Fischman, G. E., & Haas, E. (2011). Nostalgia, emprendedorismo y redención: modelos discursivos sobre la universidad. Revista Iberoamericana de Educación Superior, 2 (3). http://ries.universia.net/index.php/ries/article/view/86

Haas, E., & Fischman, G. (2010). Nostalgia, entrepreneurship, and redemption: Understanding

        prototypes in higher education. American Educational Research Journal, 47 (3), 532 - 562.

Haas, E., & Gort, M. (2009). Demanding more: Legal standards and best practices for English

language learners. Bilingual Research Journal. 32, 115 – 135.

Haas, E., & Lakoff, G. (2009). Marcos, metáforas y politicas educativas (Frames, metaphors and

 the politics of education), pp. 174 - 189. In Pini, M. (Ed.), Discurso y educación: Herramientos para un análisis crítico (Discourse and education: Tools for a critical analysis). Buenos Aires, Argentina: UNSAMEDITA.

Haas, E. (2009). Equity, employment, and education policy. Journal of Philosophy of Education, 43 (1), 149 – 157.

Haas, E. (2007). False equivalency: Think tank references on education in the news media.

Peabody Journal of Education, 82 (1), 63 - 102.

Haas, E., Wilson, G., Cobb, C., Hyle, A., & Hankins, K. (2007). Analyzing the impact of

 Educational Administration Quarterly: Citations 1979 – 2003. Educational Administration Quarterly, 43, 494 – 512.

Espinosa, C., Hudelson, S., Poynor, L., & Haas, E. (2006). Los maestros como artífices de su

            propio desarrollo profesional: Tres modelos centrados en la lecto-escritura. Lectura y Vida 27 (2).

Haas, E., Wilson, G., Cobb, C., & Rallis, S. (2005). One hundred percent proficiency: A mission

            impossible. Equity & Excellence in Education, 38 (3), 180 - 189.

Haas, E. (2005). The Equal Educational Opportunity Act 30 years later: Time to revisit

“appropriate action” for assisting English language learners. Journal of Law and Education 34 (3), 361 – 387.

Haas, E. (2004, September). The news media and the Heritage Foundation: Promoting education

advocacy at the expense of authority. Journal for Critical Education Policy Studies, 2 (2). Available online at http://www.jceps.com/index.php?pageID=article&articleID=30

Haas, E. (1990). Comment, Webster, Privacy and RU486, 6 Health L. and Pol’y 277.

Book Chapters

Haas, E. (2016). The news media and the Heritage Foundation: Promoting education

advocacy at the expense of authority. In Z. C. Wubbena, D. Ford, & B. Porfilio, (Eds.), News media and the neoliberal privatization of education (pp. 45 – 84) (Series: Critical constructions: Studies on education and society). Charlotte, NC: Information Age Publishing. [Reprint].

Haas, E. (2014). Proposition 227, proposition 203, and question 2 in the context of legal rights

for English language learners. In G. McField (Ed.), The miseducation of English learners: A tale of three states and lessons to be learned (pp. 1 – 24). Charlotte, NC: Information Age Publishing.

Haas, E. (2009). The news media and the conservative Heritage Foundation: Promoting

education advocacy at the expense of authority. In D. Hill, & R. Kumar (Eds.), Global neoliberalism and education and its consequences (pp. 171 – 207). New York: Routledge.

Fischman, G., & Haas, E. (2009).  Critical pedagogy and hope in the context of neoliberal

globalization.  In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of Social Justice (pp. 565 – 575). Mahwah, NJ: Erlbaum. (full peer review)

Haas, E. (2008). Propaganda. In D. Gabbard (Ed.), Knowledge and power in the

global economy: The effects of school reform in a neoliberal/neoconservative age (2nd ed) (pp. 141 – 150). Mahwah, NJ: Erlbaum.

Haas, E. (2006). Civil right, noble cause, and Trojan horse: News media portrayals of think tank

initiatives on urban education. In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, & K. Hayes (Eds.) Urban education: An encyclopedia (pp. 439 – 450). Westport, CT: Greenwood Press.

Haas, E. (2005).  Un-elected policy makers: How think tanks market fear in education. In L.

Poynor, & P. Wolfe (Eds.) Marketing fear in America’s public schools (pp. 135 –

150). Mahwah, NJ: Erlbaum.

Haas, E., & Poynor, L. (2005). Issues of teaching and learning. In F. English (Ed.)

Handbook of educational leadership (pp. 483 – 505). Thousand Oaks, CA: SAGE.

Encyclopedia Entries

Haas, E. (2008). Civil law. In C. J. Russo (Ed.), Encyclopedia of education law (pp. 166 – 168).

Thousand Oaks, CA: SAGE.

Haas, E. (2008). Equal educational opportunity act. In C. J. Russo (Ed.),

Encyclopedia of education law (pp. 302 – 303). Thousand Oaks, CA: SAGE.

Haas, E. (2008). Highly qualified teachers. In C. J. Russo (Ed.), Encyclopedia of

education law (pp. 430 – 432). Thousand Oaks, CA: SAGE.

Haas, E. (2008). Keyes v. School District No. 1, Denver. In C. J. Russo (Ed.),

Encyclopedia of education law (pp. 484 – 486). Thousand Oaks, CA: SAGE.

Haas, E. (2007). Think tanks. In G. L. Anderson, & K. Herr (Eds.),

Encyclopedia of activism and social justice (pp. 1369 – 1372). Thousand Oaks, CA: SAGE.

Haas, E., & Ellis, C. D. (2007). Law and social movements. In G. L. Anderson, & K. Herr (Eds.),

            Encyclopedia of activism and social justice (pp. 826 – 829). Thousand Oaks, CA: SAGE.

DeLeon, A., & Haas, E. (2007). Teacher unions. In G. L. Anderson, & K.

Herr (Eds.), Encyclopedia of activism and social justice (pp. 1361 – 1363). Thousand Oaks, CA: SAGE.

Haas, E. (2006). Lemon test.  In F. English (Ed.) Encyclopedia of educational leadership and

administration. Thousand Oaks, CA: SAGE.

Haas, E. (2006). Right wing politics, advocates, impact. In F. English (Ed.) Encyclopedia of

educational leadership and administration. Thousand Oaks, CA: SAGE.

 

Book Reviews

Haas, E. (2002, October 7).  “Review of Welner (2001).  Legal rights and local wrongs:  When

community control collides with educational equity.” Education Review.  Available online at http://edrev.asu.edu/reviews/rev188.htm

 

Research and Technical Reports

Peer Reviewed

Huang, M., Haas, E., Zhu, N., & Tran, L. (2016). Four-year high school graduation rate

of students in Arizona by English learner status. (REL 2017-205). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2017205.pdf

Haas, E., Tran, L., & Huang, M. (2016). Readiness for academic success: The predictive

potential of English language proficiency assessment scores for English learner students in Arizona and Nevada. (REL 2017-172). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2017172.pdf

Haas, E., Huang, M., Tran, L., & Yu, A. (2016). The achievement progress of English

learner students in Utah. (REL 2016-155). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at http://files.eric.ed.gov/fulltext/ED568356.pdf.

Haas, E., Huang, M., Tran, L., & Yu, A. (2016). The achievement progress of English

learner students in Nevada. (REL 2016-154). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2016154.pdf.

Haas, E., Tran, L., Linquanti, R., & Bailey, A. (2015). Examining current and proposed home

language surveys in California in relation to initial English language proficiency assessment results: An exploratory study. San Francisco, CA: RELWest @ WestEd. Available at http://files.eric.ed.gov/fulltext/ED564026.pdf

Haas, E., Huang, M., Tran, L., & Yu, A. (2015). The achievement progress of English

learner students in Arizona. (REL 2015-098). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available at https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2015098.pdf.

 

Non-Peer Reviewed

Haas, E., Abedi, J., Faltis, C., Chung, H., Tran, L., Chen-Gaddini, M., & Geary, S. (2016).

Impact of the WRITE program on English learner achievement and teacher instructional practice: Final performance report to the Institute of Education Sciences. Grant # R305A110176. San Francisco: WestEd.

Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and placing English language

learners with learning disabilities: Key issues in the literature and state practice. (REL 2015-086). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.

Chen-Gaddini, M., Burr, E., & Haas, E. (2015). Promising instructional programs

and practices for young English language learner students in preschool: A description of the research literature. San Francisco: REL West at WestEd.

Huang, M., Tran, L., & Haas, E. (2015). Math pathways from middle grades through high

school among Utah students by English language learner status: An examination of math content test-taking and test-passing sequences. San Francisco: REL West at WestEd.

Haas, E., Huang, M., & Tran, L. (2014). The characteristics of long-term English language

learner students and struggling reclassified fluent English proficient students in Arizona. San Francisco: REL West at WestEd.

Haas, E., Huang, M., & Tran, L. (2014). The characteristics of long-term English language

learner students and struggling reclassified fluent English proficient students in Nevada. San Francisco: REL West at WestEd.

Haas, E., Huang, M., & Tran, L. (2014). The characteristics of long-term English language

learner students and struggling reclassified fluent English proficient students in Utah. San Francisco: REL West at WestEd.

Burr, E., Haas, E., & Geary, S. (2013). Promising instructional practices for improving the

academic outcomes of long-term English language learner students: A description of programs and practices in the research and policy literature (Memorandum: English Learner (EL) Alliance EL 3.5). San Francisco: REL West @ WestEd.

Haas, E., & Huang, M. (2012). Progress of English language learner students in English

proficiency and English language arts: IES technical assistance report and additional analyses. Prepared for the Lennox School District (CA). San Francisco: WestEd.

Haas, E., & Huang, M. (2010). Where do English language learner students go to school?

Student distribution by language proficiency in Arizona (REL Technical Brief, REL 2010 – No. 015). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory West.

Haas, E. (2010). Assessing achievement of English language learners: Pass – fail status on

Arizona’s language and content tests. REL West Analysis. Prepared for the

Arizona Department of Education. San Francisco: REL West @ WestEd.

Haas, E., Cobb, C., MacDonald, J., & Shibles, M. (2006, May).  Scaling-up the SAELP policy

labs: Current activities and recommendations.  Preliminary report year two.  Submitted

to the Connecticut State Department of Education and the Wallace Foundation pursuant to the SAELP II grant.

Peer Reviewed Conference Presentations

Haas, E., & Martinez, E. Creating bridge builders: Practical activities and tools for constructing critical change leaders in education. Paper accepted for presentation in the symposium “Preparing educational leaders in a post-truth era” at the annual Hawaii International Conference on Education, Honolulu, HI, January 2018.

Haas, E., Chung, H., Abedi, J., & Faltis, C. Two-year impact study of the WRITE EL writing approach: Results and lessons learned. Paper presented in the symposium "How Can Educators Help Improve All (English) Learners’ Academic Success: Findings from Three Randomized Studies" at the Annual Convention of the American Educational Research Association, San Antonio, TX, April 2017.

Haas, E., Tran, L., & Huang, M. English learner students’ readiness for academic success in Arizona and Nevada. Paper presented in the symposium "Helping English learner students thrive: what studies show and how states can help" at the Annual Convention of the American Educational Research Association, San Antonio, TX, April 2017.

Haas, E., & Burr, E. Strategies to identify and support English learners who may have learning disabilities. Paper presented in the symposium "Helping English learner students thrive: what studies show and how states can help" at the Annual Convention of the American Educational Research Association, San Antonio, TX, April 2017.

Huang, M., Haas, E., & Tran, L. The achievement progress of English learner students in Arizona and Nevada. Paper presented in the symposium "Helping English learner students thrive: what studies show and how states can help" at the Annual Convention of the American Educational Research Association, San Antonio, TX, April 2017.

Huang, M., Haas, E., Tran, L., & Zhu, N. A journey of English learner students in Arizona: Consolidated findings from three studies. Paper presented in the symposium "Helping English learner students thrive: what studies show and how states can help" at the Annual Convention of the American Educational Research Association, San Antonio, TX, April 2017.

Haas, E. (2017). Symposium chair for "Helping English learner students thrive: what studies show and how states can help.” Annual Convention of the American Educational Research Association, San Antonio, TX, April 2017.

Haas, E., Motamedi, J. G., Foorman, B., & Huang, M. Beyond the homogeneous English learner classification: Progress analyses using new, multiple English learner subgroups. Symposium presented at the Annual Convention of the American Educational Research Association, Washington, DC, April 2016.

Haas, E., Linquanti, R., & Bailey, A. Developing a more accurate home language survey for English learner designation: California’s pilot study results. Symposium paper presented at the Annual Convention of the American Educational Research Association, Washington, DC, April 2016.

Haas, E., & Tran, L. Academic progress and characteristics of English learners in three western states: A longitudinal analysis. Paper accepted for presentation at the Annual Convention of the California Educational Research Organization, San Diego, CA, December 2014.

Haas, E., Ewers, N., Abedi, J., Faltis, C., & Mundhenk, K. Developing effective genre-based literacy practices with ELL teachers through sustained professional development. Paper presented at the Annual Convention of the American Educational Research Association, Philadelphia, PA, April 2014.

Rooney, T., Caesar, J., & Haas, E. Competency based learning: Lessons from the field. Presentation at the annual SXSWedu conference, Austin, TX. March 6, 2014.

Haas, E., & Huang, M. Progress of ELL student in grades K through 7: A longitudinal analysis. Paper presented at the Annual Convention of the California Educational Research Organization, Anaheim, CA, December 2011.

Fischman, G., & Haas, E. Understanding the notion of “public” in prototypes of higher education. Paper presented at the Annual Convention of the American Educational Research Association, San Diego, CA, April 2009.

Haas, E., & Fischman, G. The political-pedagogical discourse of US editorials and opinions on higher education, 1980 – 2005. Paper presented at the Annual Convention of the American Educational Research Association, San Francisco, CA, April 2007.

Esposito, C., & Haas, E. Informing and influencing education legislators. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL, April 2007.

Haas, E., Wilson, G., Cobb, C., Hyle, A., & Hankins, K. Analyzing journal impact: Citations to the Educational Administration Quarterly, 1979 – 2003. Paper presented at the Annual Conference of the University Council for Educational Administration, San Antonio, TX, November 9 – 12, 2006.

Fischman, G., & Haas, E. Higher education & consent: The political-pedagogical discourse of editorials and opinions in the U.S., 1980 - 2005. Paper presented at the Annual Conference of the Association for the Study of Higher Education, Anaheim, CA, November 2 – 4, 2006.

Fischman, G., & Haas, E. Higher education and the production of knowledge:

The political-pedagogical discourse of US editorials and opinions,

1980 - 2005.  Paper presented at the Institute for Advanced Studies, International Conference on the Knowledge-Based Economy, University of Lancaster, England, August 30 – September 1, 2006.

Fischman, G., & Haas, E. Education and consent: The political-pedagogical discourse of U.S. editorials and opinions, 1980 - 1984.  Paper presented at the Annual Convention of the American Educational Research Association, San Francisco, CA, April 2006.

Fischman, G., & Haas, E. Education and consent: The political-pedagogical discourse of U.S. editorials and opinions.  Paper presented at the Workshop on Critical Semiotic Analysis of the Knowledge-Based Economy, University of Lancaster, England, November 30 – December 1, 2005.

Haas, E., & Fischman, G. Developing "Educational Consent": Analyzing the educational discourse of newspapers‚ editorials and opinions.  Paper presented at the First International Conference on Qualitative Inquiry, University of Illiois at Urbana-Champaign, May 2005.

Haas, E., & Moses, M. Contracting for your civil rights: The impact of school choice on education law, student experience, and democracy.  Paper presented at the Annual Convention of the American Educational Research Association, Montreal, Canada, April 2005.

Fischman, G., & Haas, E. A Comparative Study of Newspapers’ “Educational Discourse” in Argentina, Mexico, and the United States of America. Paper presented at the annual conference of the Comparative and International Education Society, Stanford University, Stanford, California, March 2005.

Haas, E.  Avoiding Brown at taxpayers’ expense: Logiodice, re-segregation and the loss of student rights under school choice.  Paper presented at the Sociology of Education Association Conference 2004: Education and the Law: Sociological Perspectives, Monterey, California, February 20-22, 2004.

Haas, E., & Hart, J. Building an alliance: Empowering educators through political action in and out of school.  Paper presented at the Center for Anti-Oppressive Education National Conference: Empowering Teachers in Times of War, San Francisco, California, December 6, 2003.

Haas, E., & Poynor, L. What does “sound educational theory” mean for the rights of English Language Learners? A review of case law and statutes from Lau to Valeria G. Paper presented at the 49th Annual Conference of the Education Law Association, Savannah, Georgia, November 13-15, 2003.

Haas, E. Education expertise and the news.  Paper presented at the University of New Mexico’s College Research Spotlight Series, Albuquerque, New Mexico, October 15, 2002.

Haas, E., & Serrano, R.  Unelected policy makers:  The role of the Heritage Foundation in media news debates on education policy.  Paper presented at the Annual Meeting of the American Sociological Society, Chicago, Illinois, August 16-19, 2002.

Haas, E., & Fischman, G. Lighting up the media:  An analysis of the news, opinion

and advertisement portrayals of the EMO Edison Project/Edison Schools, Inc. during the period 1991-2001. Paper presented at the Annual Convention of the American Educational Research Association, New Orleans, Louisiana, April 1-5, 2002.

Espinosa, C., Haas, E., Hudelson, S., & Poynor, L.  Los maestros al centro de su propio desarrollo profesional.  Paper presented at the Quinto Congreso de Las Americas Sobre Lecto-Escritura, Quito, Ecuador, July 19 – 21, 2001.

Fischman, G., & Haas, E. Constructing public opinion about schools:  Newspapers reporting on public education and corporate initiatives in the USA 1991 – 1999. Paper presented at the Annual Convention of the American Educational Research Association, Seattle, Washington. April 10-14, 2001.

Fischman, G., & Haas, E. All that is fit to print? US newspapers reporting about corporate initiatives in education.  Paper presented at the annual conference of the Comparative and International Education Society, Washington, D.C. March 14-18, 2001.

Selected Invited Presentations

Haas, E., & Beach, P. (2016). Leading the conversation for change: Are you ready to move from conflict to creative cooperation. Workshop presented to the Community Foundation Serving Boulder County (CO), Boulder, CO. September 28, 2016. Sponsored by Media in the Public Interest.

Haas, E. (2015). Understanding expertise in learning and teaching writing with EL students. Presentation at the San Diego County Office of Education WRITE Institute teacher training workshop, San Diego, CA. October 7, 2015.

Haas, E. (2015). Understanding expertise in learning and teaching writing with EL students. Presentation at the San Diego County Office of Education WRITE Institute teacher training workshop, San Diego, CA. April 29, 2014.

Haas, E. (2011). The why’s and how’s of constructing common sense in education. Presentation to the Board of Directors of the National Education Association (NEA) Foundation for their Strategic Planning Retreat, Washington, D.C. June 2, 2011.

Haas, E., & Fischman, G. (2011). Framing higher education: Nostalgia, entrepreneurship, consumerism, and redemption. Paper represented at the U.S. Critical Discourse Analysis Association meeting, Salt Lake City, UT. May 20-21, 2011.

Selected Media Publications and Citations

Mitchell, C. (2016, December 13). High school graduation rates across subgroups in Arizona. Education Week, 36 (15), 5. Available at http://www.edweek.org/ew/articles/2016/12/14/english-language-learners.html?qs=mitchell+english+learner.

[Discussing Huang, M., Haas, E., Zhu, N., & Tran, L. (2016). Four-year high school graduation rate of students in Arizona by English learner status.]

Mitchell, C. (2016, December 1). ELLs who master English early more likely to graduate on time, study finds. Education Week, Blog: Learning the Language. Available at http://blogs.edweek.org/edweek/learning-the-language/2016/12/ells_who_master_english_early_more_likely_to_graduate_high_school.html

[Discussing Huang, M., Haas, E., Zhu, N., & Tran, L. (2016). Four-year high school graduation rate of students in Arizona by English learner status.]

Cozza, B., & Hu, R. (2016, November 16). Review of Dumb ideas won’t create smart kids: straight talk about bad school reform, good teaching and better learning. Teachers College Record. Available at https://www.tcrecord.org/books/abstract.asp?ContentId=21735

[Reviewing book by Haas, E., Fischman, G., & Brewer, J.]

Rodriguez, K. (2016, November 4). Can English proficiency level predict academic performance for English language learners? NewAmerica.org. Available at https://www.newamerica.org/education-policy/edcentral/proficiency-predictive/

[Discussing Haas, E., Tran, L., & Huang, M. (2016). Readiness for academic success: The predictive potential of English language proficiency assessment scores for English learner students in Arizona and Nevada.]

Mitchell, C. (2016, October 25). English-learner students’ readiness for academic success. Education Week, 36 (10), 5. Available at http://www.edweek.org/ew/articles/2016/10/26/english-language-learning.html

[Discussing Haas, E., Tran, L., & Huang, M. (2016). Readiness for academic success: The predictive potential of English language proficiency assessment scores for English learner students in Arizona and Nevada.]

Mitchell, C. (2016, June 6). States struggle to identify, support ELLs with learning disabilities. Education Week. Available at http://blogs.edweek.org/edweek/learning-the-language/2016/06/state_struggle_to_identify_sup.html

[Discussing Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and placing English language learners with learning disabilities: Key issues in the literature and state practice and supporting spin-off resource guide.]

Mitchell, C. (2016, May 4). Arizona, federal government settle dispute over English-language learners. Education Week. Available at http://blogs.edweek.org/edweek/learning-the-language/2016/05/arizona_federal_government_set.html

[Referencing Haas, E., Huang, M., Tran, L., & Yu, A. (2015). The achievement progress of English learner students in Arizona.]

Carnock, J. (2015, October 15). Growth for ELLs: Trends across high-flying districts. New America.org. Available at http://www.edcentral.org/ells-districts/

[Quoted as discussant on English learner research webinar.]

Mitchell, C. (2015, September 23). Report questions Arizona’s approach to English-learner instruction. Education Week. Available at http://blogs.edweek.org/edweek/learning-the-language/2015/09/arizona_longitudinal_study_mea.html.

[Discussing Haas, E., Huang, M., Tran, L., & Yu, A. (2015). The achievement progress of English learner students in Arizona.]

Anderson, G. (2015, September 30). Review of Dumb Ideas Won’t Create Smart Kids by Eric M. Haas, Gustavo E. Fischman, and Joe Brewer. Education Review, 22. http://edrev.asu.edu/index.php/ER/article/view/1909

Johns Hopkins University, Center for Research and Reform in Education. (2015, August 11). Best Evidence in Brief: Identifying and supporting ELLs with learning disabilities.

[Referencing Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and placing English language learners with learning disabilities: Key issues in the literature and state practice.]

Samuels, C. (2015, July 22). What we (don’t) know about English-learners and special education. Education Week. Available at http://blogs.edweek.org/edweek/speced/2015/07/ELL_and_special_education.html.

[Referencing Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and placing English language learners with learning disabilities: Key issues in the literature and state practice.]

Ravitch, D. (2014, October 22). Blog. Jeff Bryant: Thinking anew about education. Available at http://dianeravitch.net/2014/10/22/jeff-bryant-thinking-anew-about-education/

[Discussing Haas, E., Fischman, G., & Brewer, J. (2014). Dumb ideas won’t create smart kids.]

Lakoff, G., Smith, G., & Haas, E. (2009, June 8). Health care reform. Some basic principles. Huffington Post. Available at http://www.huffingtonpost.com/george-lakoff/health-care-reform-some-b_b_200132.html.

Haas, E. (2007, November 30). Losing our minds over immigration. Huffington Post. Available at http://www.huffingtonpost.com/eric-haas/losing-our-minds-over-imm_b_74912.html.

Haas, E. (2007, October 31). We owe our veterans health care. Huffington Post. Available at http://www.huffingtonpost.com/eric-haas/we-owe-our-veterans-healt_b_70669.html.

Haas, E. (2007, October 26). SCHIP and the rigged health insurance game. Huffington Post. Available at http://www.huffingtonpost.com/eric-haas/schip-and-the-rigged-heal_b_70051.html.

Completed

2014 – 2017    Race to the Top-District Grant: Lindsay Unified School District, CA.

                        U.S. Department of Education.  PI/Lead, Evaluation Contract.  $710,000.

2011 – 2016    Impact of the WRITE program on English learner achievement and teacher instructional practice (Principal                            Investigator)

                        U.S. Department of Education, Institute of Education Sciences. $2,600,000.

2012 – 2016    REL West @ WestEd: English Learner Alliance (Lead Researcher)

                        U.S. Department of Education, Institute of Education Sciences. $2,500,000.

2015 – 2016    Clark County School District: Master Plan for English Language Learners.

                        Clark County School District (NV). Quantitative Analysis Lead. $610,000

2015                Usability of the Re Ma Teacher Journaling Application

                        Arizona State University. Lead, Evaluation Contract. $62,000

2005 - 2006     State Action for Educational Leadership Project II (SAELP II)

                        Wallace Foundation. $78,000.

2005                Making Education Research Matter: Determining Believability for Policymakers, Politicians, and the Public

                         New Faculty Research Grant. Neag School of Education,

                        University of Connecticut. $10,000.

2005                Developing “Educational Consent”: Analyzing the educational

                        discourse of newspapers’ editorials and Opinions

                        Small Faculty Research Grant, University of Connecticut. $1,000.

2005                Rethinking Educational Equity in a Global Society

                        Symposium Funding.  Dodd Center 10th Anniversary,

                        University of Connecticut. $2,500.

  • CPED Action Council Member at Large (2018 – present)
  • Associate Editor, Educational Administration Quarterly (2015 – 2018)
  • Editorial Board & Reviewer, Educational Policy Analysis Archives (2010 – present)
  • Reviewer, American Educational Research Journal (2016)
  • Reviewer, Educational Policy (2012 – present, intermittent)
  • Vice President, New England Educational Research Organization (2005 – 2007)
  • Reviewer, Youth & Society (2006)
  • Associate Editor, Current Issues in Education, Arizona State University (2001 -2002)
  • Reviewer, Educational Researcher (2000)

2018                            Outstanding Advisor College of Education and Integrative Studies                                                                                    California State Polytechnic University, Pomona          

Feb., 2015                   Cost Benefit/Effectiveness Analysis Training

                                    IES/Teachers College, Columbia University

2014 – 2016                CLASS Certification

                                    Teaching Observation Protocol, Teachstone, Charlottesville, VA

2014                            Member

                                    University of Las Vegas Nevada English Learner Adequacy Committee

2007                            Distinguished Service Award

                                    New England Educational Research Organization (NEERO)

Dec., 2006                   Visiting Fellow, Institute for Advanced Studies

                                     University of Lancaster, England

2003 - 2004                       Millennium Interdisciplinary Dissertation Fellowship 

                                     Arizona State University

2002-2003                   Educational Policy Studies Fellowship

                                     Arizona State University

2001 - 2002                       Noel Gray Fellowship 

                                     Arizona State University

1989                                     AmJur Award

                                     Catholic University of America Law School

LANGUAGES

English (native speaker)

Spanish (conversational)

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