Julie Edmunds

Educational Research Methodology (ERM) Department 
Julie Edmunds

Adjunct Associate Professor
Email: jedmunds@serve.org


Dr. Edmunds holds a Bachelor of Arts in History from Yale University, a Master of Education from the University of North Carolina at Greensboro, and a Ph.D. in Education from the University of North Carolina at Chapel Hill. She has extensive expertise in research methodology and program evaluation pertaining to the implementation and effectiveness of educational programs. She is currently Program Director for Secondary School Reform at SERVE Center at UNCG, conducts research on issues primarily related to high school reform. She has received over $11 million in research and evaluation funding.

Dr. Edmunds has been instrumental in leading numerous federal funded grants and evaluations. Most recently, she has been Principal Investigator for three IES-funded grants that use an experimental design to investigate the impact of the Early College High School model on student outcomes. She has been Principal Investigator for evaluations of three Investing in Innovation (i3) grants seeking to apply early college principles to traditional high schools, and co-Principal Investigator for a grant from the National Science Foundation examining the extent to which high school reform efforts have been able to increase the number of students entering and persisting in college preparatory mathematics and science courses.

Dr. Edmunds has also designed and implemented numerous mixed methodology evaluations for projects ranging from single district projects to multi-state programs. She has worked on policy and implementation issues in North Carolina and nationally. Before beginning her research career, she taught elementary school for four years and worked as a program analyst focusing on mathematics and science issues at the U.S. Department of Education. 

Link to Dr. Edmunds’ CV


Edmunds, J.A.; Willse, J.; Arshavsky, N.; & Dallas, A. (2013). Mandated engagement: the impact of early college high schools. Teachers College Record, 115:7.

Edmunds, J.A., Bernstein, L., Unlu, F., Glennie, E., Willse, J., Smith, A. & Arshavsky, N. (2012). Expanding the start of the college pipeline: Ninth grade findings from an experimental study of the impact of the early college high school model. Journal of Research on Educational Effectiveness, 5:2, 136-159.

Edmunds, J.A. (2012). Early Colleges: Redesigning high school for college readiness. New Directions for Higher Education,158: 81-90.

Edmunds, J. A.; Bernstein, L.; Glennie, E.; Willse, J.; Arshavsky, N.; Unlu, F.; Bartz, D.; Silberman, T.; Scales, W.D. & Dallas, A. (2010). Preparing students for college: the implementation and impact of the Early College High School model. Peabody Journal of Education, 85:3, 348-364.

Edmunds, J. A. (2008). Using alternative lenses to examine effective teachers’ use of technology with low-performing students. Teachers College Record, 110:1, 195-217.

Matzen, N. & Edmunds, J. (2007). Technology as a catalyst for change: the role of professional development. Journal of Research on Technology in Education, 39:4, 417-430.