Tom Luschei’s teaching and research interests include international and comparative education, the economics of education, teacher quality and teacher policy, education policy across the Americas, and bilingual education policy and practice. The primary focus of his research is the impact and availability of educational resources–particularly high-quality teachers–among marginalized children and youth. He has conducted related research in Africa, Asia, and North, Central, and South America, and he has been invited to present his research in Argentina, Colombia, Hong Kong, India, Indonesia, Mexico, and South Korea. In 2013, he was a Fulbright Visiting Scholar at the Universidad de los Andes, Bogotá, Colombia. In 2016 he served as a Fulbright Specialist at the Universidad de San Andrés, Buenos Aires, Argentina. In 2018, he and colleagues from Michigan State University and the University of Wisconsin were awarded a Lyle Spencer Research Grant to conduct a mixed-methods study of marginalized youth’s secondary education experiences in Colombia, India, and Malawi.
Luschei is the author (with Amita Chudgar) of Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania (2017, Palgrave Macmillan). His research has appeared in numerous scholarly journals, including the American Educational Research Journal, the American Journal of Education, the Comparative Education Review, Education Policy Analysis Archives, Educational Researcher, the International Journal of Educational Development, the International Review of Education, the Phi Delta Kappan, Teachers College Record, and Prospects: UNESCO’s Comparative Journal of Curriculum, Learning and Assessment.
Luschei is also an associate editor of the International Journal of Educational Development and he serves on the editorial boards of Educational Researcher, Interaction Design and Architecture, Forum for International Research in Education, Journal of Teacher Education, Panorama, and Prospects. Prior to pursuing graduate studies, he worked as a bilingual elementary, high school, and adult education teacher in the Los Angeles Unified School District, where he taught students ranging in age from six to eighty-four.
Co-authored with D. W. Jeong. “Teacher sorting within and across schools and nations: A comparative study of South Korea and the United States.” Teachers College Record 121, no. 8 (2019).
Co-authored with D. W. Jeong. “Is teacher sorting a global phenomenon? Cross-national evidence on the nature and correlates of teacher quality opportunity gaps.” Educational Researcher 47, no. 9 (2018): 556-76.
Co-authored with D. W. Jeong. “Are teachers losing control of the classroom? Global changes in school governance and teacher responsibilities, 2000-2015.” International Journal of Educational Development 62 (2018): 289-301.
Co-authored with A. Chudgar. Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania. New York: Palgrave Macmillan, 2017.
Co-authored with L. P. Fagioli. “A vanishing rural school advantage? Changing urban/rural student achievement differences in Latin America and the Caribbean.” Comparative Education Review 60, no. 4 (2016): 703-45.
Co-authored with A. Chudgar. “Understanding teacher distribution cross-nationally: Recent empirical evidence.” Teachers College Record (2016).
Co-authored with A. Chudgar. “The untapped promise of secondary data sets in international and comparative education policy research.” Education Policy Analysis Archives 24 (2016): 113.
Capstone for Doctoral Research
Education Across the Americas
Proseminar for Doctoral Study
Teacher Quality and Teacher Policy
Education and International Development
Urban Education: Context, Policy, and Practice for School Leaders