James H. Stronge is the Heritage Professor of Education, a distinguished professorship, in the Educational Policy, Planning, and Leadership program at the William & Mary School of Education. He primarily teaches doctoral courses with a particular focus on human resource leadership, legal issues in education, and dissertation and applied field research design. Stronge has garnered more than $24 million in grants and contracts since joining the faculty.
Dr. Stronge's research interests include policy and practice related to teacher quality and effectiveness, teacher and administrator evaluation, and teacher selection. He has worked with numerous state departments of education, school districts, and national and international educational organizations to design and implement evaluation and hiring systems for teachers, administrators, and support personnel. Recently, he completed work on new teacher and principal evaluation systems for American international schools in conjunction with the Association of American Schools in South America and supported by the U.S. Department of State. Stronge has made more than 350 presentations at regional, national, and international conferences, and conducted workshops for educational organizations extensively throughout the U.S. and internationally. Among his current research projects are: 1) international comparative studies of national award-winning teachers in the United States and China, and 2) influences of economic and societal trends on student academic performance in countries globally.
Stronge has authored, co-authored, or edited 30 books and more than 200 articles, chapters, and technical reports. He was a founding member of the board of directors for the Consortium for Research on Educational Accountability and Teacher Evaluation. He was selected as the 2012 national recipient of the Millman Award from CREATE in recognition of his work in the field of teacher and administrator evaluation.
EducationPh.D. in Educational Administration and Planning, University of Alabama, Tuscaloosa, 1983
M.A. in Guidance and Counseling, University of Alabama, Birmingham, 1976
B.S. in Secondary Education (History and English), University of Alabama, Birmingham, 1974
Activities and Honors
Jason Millman Scholar, Consortium for Research on Educational Accountability and Teacher Evaluation, 2012
Frank E. Floral Lamp of Knowledge Award, Virginia Association of Secondary School Principals, 2011
Heritage Professor (Distinguished Professorship supported by the Virginia Eminent Scholars Program), appointed by the College of William and Mary Board of Visitors, 1996-2001; reappointed 2002, 2008, and 2014
Named Honorary Faculty, Yunnan Normal University, Kunming, Yunnan Province, China, 2009
Finalist, Carnegie Corporation Scholars Program Fellowship, 2001
Nominated by William & Mary for the State Council for Higher Education in Virginia Outstanding Faculty Award, 1998 & 1999
Elected to founding Board of Directors for Consortium for Educational Accountability and Teacher Evaluation, 1995
American Library Association Outstanding Academic Book Award for Educating homeless children and adolescents: Evaluating policy and practice, 1994
Lilly Endowment Faculty Fellowship, Bradley University, 1987-1989
Nominated for Burlington Northern Outstanding Young Faculty Award for Research, Bradley University, 1988
Most Outstanding Student Award, Area of Administration and Planning, College of Education, The University of Alabama, 1983
Recent books include:
Stronge J. H. (2017). World-class schools: What are they and can we get there? Alexandria, VA: ASCD.
Stronge J. H., Grant, L., & Xu, X. (2017). Designing effective assessments. Bloomington, IN: Solution Tree.
Stronge J. H., & Xu, X. (2015). Instructional strategies for effective teaching. Bloomington, IN: Solution Tree.
Stronge J. H., & Xu, X. (2015). Instructional methods for differentiation & deeper learning. Bloomington, IN: Solution Tree.
Stronge J. H., & Xu, X. (2015). Effective planning for effective teaching. Bloomington, IN: Solution Tree.
Grant, L.W., Stronge, J. H., Xu, X., Popp, P., Sun, Y., & Little, C. A. (2014). West meets east: Best practices from expert teachers in the U.S. and China. Alexandria, VA: Association for Supervision and Curriculum Development.
Stronge, J. H., Xu, X., Leeper, L., & Tonneson, V. C. (2013). Principal evaluation: Standards, rubrics, and tools for effective performance. Alexandria, VA: Association for Supervision and Curriculum Development.
Stronge, J.H. (2010). Teacher effectiveness = student achievement: What the research says. Larchmont, NY: Eye On Education.
Stronge, J.H. (2010). Assessing teacher effectiveness: Eight research-based standards for assessing teacher excellence. Larchmont, NY: Eye On Education.
Grant, L.W., Hindman, J.L, & Stronge, J.H., (2010). Planning, instruction, and assessment: Effective teaching practices. Larchmont, NY: Eye On Education.
Hindman, J.L, & Grant, L.W., Stronge, J.H. (2010). The supporting learning environment: Effective teaching practices. Larchmont, NY: Eye On Education.
Stronge, J.H., & Grant, L.W. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye On Education.
Stronge, J. H., Richard, H.B., & Catano, N. (2008). Qualities of effective principals. Alexandria, VA: Association for Supervision and Curriculum Development.
Stronge, J. H. (2007). Qualities of effective teachers (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Note: published in Chinese – Mandarin (1st ed.), Korean, and Arabic
Selected chapters include:
Stronge, J. H., Grant, L. W., & Xu, X. (2015). Searching for excellence: Rethinking teacher qualities to promote student success for 21st century learning (Chapter 11). In J. Bellanca (Ed.), Teaching effectiveness in deeper learning classrooms. Bloomington, IN: Solution Tree.
Stronge, J. H., Grant, L. W., & Xu, X. (2015). Teacher behaviours and student outcomes. In J. D. Wright (Ed.), International Encyclopedia of Social & Behavioral Science (2nd ed.). Oxford: ELSEVIER Ltd.
Xu, X., Stronge, J. H., & Grant, L. W. (2015). Teacher effectiveness and teacher evaluation in early childhood education programs (Chapter 6). In O. N. Saracho and B. Spodek (Eds.), Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education. Charlotte, NC: Information Age Publishing.
Stronge, J. H., Grant, L. W., & Xu, X. (2013). Teacher evaluation and teacher effectiveness. In L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press.
Selected journal articles include:
Liu, S., Liu, C., Stronge, J.H., & Xu, X. (2016). Teacher characteristics for success in the classroom: Chinese principals’ perceptions for hiring decisions. Asia Pacific Education Review, 17(1), 107-120.
Liu, S., Xu, X., Stronge, J. H. (2016). Chinese middle school teachers’ preferences regarding performance evaluation measures. Educational Assessment, Evaluation and Accountability, 28(2), 161-177.
Fang, Z, Xu, X., Grant, L. W., Stronge, J. H., & Ward, T. J. (2016). National culture, creativity, and productivity: What’s the relationship with student achievement? Creativity Research Journal, 28(4), 395-406, DOI: 10.1080/10400419.2016.1229976.
Liu, S., Xu, X., Grant, L. W., Stronge, J. H., & Fang, Z. (2015). Professional standards and performance evaluation for principals in China: A policy analysis of the development of principal standards. Educational Management, Administration & Leadership.
Stronge, J. H. (2013). Educational assessment, evaluation, and accountability: Special issue introduction. Educational Assessment, Evaluation and Accountability, 25(2), 155-158.
Fang, Z., Grant, L. W., Xu, X., Stronge, J. H., & Ward, T. J. (2013). An international comparison investigating the relationship between national culture and student achievement. Educational Assessment, Evaluation and Accountability, 25(2), 159-178.
Grant, L. W., Stronge, J. H., & Xu, X. (2013). A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China. Educational Assessment, Evaluation and Accountability, 25(2), 251-276.
Munoz, M. A., Prather, J. R., & Stronge, J. H. (2011). Exploring teacher effectiveness using hierarchical linear models: Student- and classroom-level predictors and cross-year stability in elementary school reading. Planning and Changing, 42(3/4), 241-273.
Popp, P. A., Grant, L. W., & Stronge, J. H. (2011). Effective teachers for at-risk or highly mobile students: What are the dispositions and behaviors of award-winning teachers? Journal of Education for Students Placed At Risk 16(4), 275 - 291. doi: 10.1080/10824669.2011.610236
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.