Dr. Jeynes is a Professor of Education at California State University, Long Beach and has graduate degrees from Harvard University and the University of Chicago. He graduated first in his class from Harvard University and received the Rosenberger Award at the University of Chicago for being named as his cohort's most outstanding student. He has about 150 academic publications, including 100+ articles, 13 books, and 37 book chapters. His articles have appeared in journals by Columbia University, Harvard University (two Harvard journals), the University of Chicago, Cambridge University, Notre Dame University, the London School of Economics, and other prestigious academic journals. He has also written for the White House and for both the G.W. Bush and Obama administrations.
He is a well-known public speaker having spoken in nearly every state in the country and in every inhabited continent. He has spoken for the White House, the US Department of Justice, the US Department of Education, the US Department of Health & Human Services, the National Press Club, UN delegates, members of Congress, the Acting President of South Korea, Harvard University, Cambridge University, Oxford University, Columbia University, Duke University, Notre Dame University, Peking University, and many other well known universities. He has spoken for both the G.W. Bush & Obama administrations and interacted with each of these presidents. He has also spoken for former members of the Clinton administration. He has served as a consultant and/or speech writer for many prominent U.S. government leaders, including several presidential candidates.
He has been a consultant for both the US & South Korean governments. His 4-point plan presented to the Acting President of South Korea passed the Korean Parliament and became the core of that nation's 1998 economic stimulus legislation, which helped it emerge from the greatest Asian economic crisis since World War II. As part of the plan, Dr. Jeynes asserted that South Korea should build a high-tech city (which he termed Korea's Brasilia), which continues to be built and is called Songdo. South Korea grew out of the crisis faster than any other Asian nation with a GDP increase of 22% over the period of the next two years. He also changed the minds of the South Korean leaders by having them direct most of the stimulus package toward the poorer sections of South Korea, rather than toward wealthy corporations. He believed that this would serve the dual purposes of showing love and providing a stronger stimulus to the economy.
Dr. Jeynes has been interviewed or quoted by the Washington Post, the Los Angeles Times, the New York Times, the Wall Street Journal, the London Times, the Associated Press (AP), CBS, ABC, NBC, FOX, Al Jazeera, Newsweek Japan, and many other media outlets. His work has been cited and quoted numerous times by the U.S. Congress, the British Parliament, the EU, and many State Supreme Courts across the United States. Dr. Jeynes has worked with and spoken for the Harvard Family Research Project. He received the "Distinguished Scholar Award" from his present university, the California State Senate, and the California State Assembly. He was given the "Distinguished Achievement Award" from an arm of the American Educational Research Association. He is also a Senior Fellow for the Witherspoon Institute in Princeton, New Jersey. Dr. Jeynes wrote the #1 and #2 all-time most cited articles in the over half century history of the journal Urban Education. He also wrote the #1 all-time most cited article in the 48 year history of the journal Education & Urban Society. He periodically writes columns in the Orange County Register, the nation's 14th largest newspaper. Dr. Jeynes also gained admission in Who's Who in the World for the last 10 consecutive years.
Dr. Jeynes’ research interests cover a wide range of issues in part because he has degrees or emphases in a wide range of fields that include education, psychology, economics, history, religion, and sociology. His multidisciplinary approach has helped enable him to develop special relationships with the US and Korean governments. It is therefore not surprising that he is very interested in how research can be applied to public policy. He has done a considerable amount of quantitative and qualitative research on how to bridge the achievement gap, parental involvement, religious commitment, historical trends, school choice, family structure, religious schools, discrimination, bullying, reading instruction, and public policy. He has served as an advisor and witness in an attempt to pass important legislation and has regularly written portions of amicus briefs submitted to various state supreme courts across the country.
Jeynes, William. (2011). Parental Involvement & Academic Success. New York:
Taylor & Francis/Routledge.
Jeynes, William, ed. (2010). Family Factors and the Academic Success of
Children. New York: Taylor & Francis/Routledge.
Jeynes, William. (2010). A Call for Character Education and Prayer in the Schools
Westport, CT: Praeger.
Jeynes, William. (2007). American Educational History: School,
Society & the Common Good. Thousand Oaks, CA: Sage.
Jeynes, William. (2002). Divorce, Family Structure, and the Academic Success of
Children. Binghamton, New York: Haworth Press.
Jeynes, William & Beuttler, Fred. (2012). What Prrivate & Public Schools Can Learn from Each Other.
Peabody Journal of Education, 87 (3), 285-304.
Jeynes, William. (2012). A Meta-analysis on the Effects & Contributions of Public,
Public Charter and Religious Schools on Student Outcomes.
Peabody Journal of Education, 87 (3), 305-335.
Jeynes, William. (2012). Reaching out to make a difference.
Phi Delta Kappan, 93 (5), 80
Jeynes, William. (2011). Fostering Parental Involvement Among Some of the
Students Who Need It the Most. Phi Delta Kappan, 93 (3), 38-39.
Jeynes, William. (2010). The Salience of the Subtle Aspects of Parental
Involvement and Encouraging that Involvement: Implications for School-Based
Programs. Teachers College Record, 112 (3). 747-774.
Jeynes, William. (2009). The Relationship between Bible Literacy and Academic
Achievement and School Behavior. Education & Urban Society, 41 (4), 419-436.
Jeynes, William. (2008). What We Should and Should Not Learn from
the Japanese and other East Asian Education Systems? Educational Policy,
22 (6), 900-927.
Jeynes, William. (2007). The Relationship Between Parental Involvement
and Urban Secondary School Student Academic Achievement: A Meta-Analysis.
Urban Education, 42 (1), 82-110.
Jeynes, William. (2006). Standardized Tests and the True Meaning
of Kindergarten and Preschool. Teachers College Record, 108 (10), 1937-1959.
Jeynes, William. (2006). The Impact of Parental Remarriage on Children: A
Meta-Analysis. Marriage and Family Review, 40 (4), 75-102.
Jeynes, William.(2005).The Effects of Parental Involvement on the Academic Achievement of African American
Youth. Journal of Negro Education,74 (3), 260-274.
Jeynes, William. (2005). A Meta-Analysis: Parental Involvement and
Secondary Student Educational Outcomes. Evaluation Exchange of the Harvard
Family Research Project, 10 (4), 6.
Jeynes, William. (2005). A Meta-Analysis of the Relation of Parental
Involvement to Urban Elementary School Student Academic Achievement.
Urban Education, 40, (3), 237-269.
Jeynes, William. (2003). A Meta-analysis: The Effects of Parental Involvement on Minority Children’s Academic
Achievement. Education & Urban Society, 35 (2), 202-218.
Jeynes, William. (2003). The Effects of Black and Hispanic Twelfth Graders Living in Intact Families and being
Religious on their Academic Achievement. Urban Education, 38 (1), 35-57.
Jeynes, William. (2002). A Meta-Analysis of the Effects of Attending Religious
Schools And Religiosity On Black And Hispanic Academic Achievement.
Education & Urban Society, 35 (1), 27-49.
Jeynes, William. (2002). Educational Policy and the Effects of Attending a
Religious School on the Academic Achievement of Children. Educational
Policy, 16 (3), 406-424.
Jeynes, William. (2002). Does Widowhood or Remarriage Have the Greater
Impact on the Academic Achievement of Children? Omega: Journal of Death and
Dying, 44 (3), 319-343.
Jeynes, William. (2002). The Relationship between the Consumption of Various Drugs by Adolescents and their
Academic Achievement. The American Journal of Drug and Alcohol Abuse, 28 (1), 1-21.
Jeynes, William. (2001). The Effects of Recent Parental Divorce on Their
Children’s Consumption of Alcohol. Journal of Youth and Adolescence,
30 (3), 305-319.
Jeynes, William & Littell, Stephen. (2000). A Meta-analysis of Studies
Examining the Effect of Whole Language Instruction on the Literacy
of Low-SES Students. Elementary School Journal, 101 (1), 21-33.
Jeynes, William. (2000). Assessing School Choice: A Balanced
Perspective. Cambridge Journal of Education, 30 (2), 223-241.
Jeynes, William. (2000). The Effects of Several of the Most Common Family
Structures on the Academic Achievement of Eighth Graders.
Marriage and Family Review, 30 (1/2), 73-97.
Jeynes, William. (1999). The Effects of Religious Commitment on
the Academic Achievement of Black and Hispanic Children. Urban
Education, 34 (4), 458-479.
Jeynes, William. (1999). The Effects of Remarriage Following Divorce on the
Academic Achievement of Children. Journal of Youth and Adolescence,
28 (3), 385-393.
*Representative Book Chapters
Because the list of publications is rather long, please contact Dr. Jeynes regarding book chapters that he has written. His chapters have appeared primarily in books by the following publishers: Sage, Springer, NYU, and Praeger.
Dr. Jeynes is currently the Chair of the Department Retention, Tenure & Promotion (RTP) Committee.
For 3 years Dr. Jeynes served as the primary data analyst for assessing the effectiveness of the Teacher Education program via performing statistical analysis and writing a 100 page report for NCATE on the results of the analyses.
Dr. Jeynes has served on many committees that are too numerous to list here
Dr. Jeynes is conducting meta-analyses on a variety of topics and is working on some new books as well, including helping families be more successful in the home and school choice. He regularly presents on the ongoing progress of his meta-analyses, because they generally each take about 3 years to complete. Dr. Jeynes has a very special relationship with a research arm of Princeton University and works very closely with them.
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