Sarah Lenhoff

Faculty Profile

Associate Professor
fj6428@wayne.edu

Phone

313-577-0923

Degrees and Certifications

Ph.D., Educational Policy, Michigan State University, 2013
M.S., Teaching, Adolescent Education, Pace University, 2006
B.A., English and Women’s Studies, University of Georgia, 2004

Responsibilities

 Educational Leadership and Policy Studies, Administrative & Organizational Studies

Office Hours

Office Hours: By appointment.

Biography

 

Sarah Winchell Lenhoff, Ph.D., is an associate professor of educational leadership and policy studies and the Leonard Kaplan Endowed Profesor in Wayne State University’s College of Education. Lenhoff began her career as a New York City public school teacher, and she led the research and policy division of the non-profit The Education Trust-Midwest for four years. Her research focuses on education policy implementation and access to equitable educational opportunities, with a focus on how collaborative research with practitioners and community members can facilitate systemic improvement. Her recent research has examined district and school infrastructure to support school improvement; the effects of school choice policy on equitable opportunities for students; and the causes and consequences of student absenteeism. She is the faculty director of the Detroit Partnership for Education Equity & Research (Detroit PEER), a research-practice partnership with Detroit schools and community-based organizations working to equitably improve student attendance and engagement in Detroit.

More on Detroit PEER can be found here.

Our latest report: Detroit Parents' Attitudes on COVID-19 Prevention Strategies in Schools.

You can view Dr. Lenhoff's CV here

Office Location

375 Education

Courses taught

  • EPS 8710 – Readings in General Administration
  • EDA 7660 – Administrative Leadership in School-Community Relations and Public Relations (traditional and online sections)
  • ED 7998 – Field Studies
  • ED 7999 – Terminal Master’s Thesis or Essay Project
  • EPS 8180 – Research Seminar

 

Area of Expertise

Education policy implementation and equity; continuous improvement; school choice and charter schools; school accountability

Publications

*Denotes graduate student co-author.

Lenhoff, S. W., Singer, J.*, Stokes, K.*, Mahowald, J. B.*, & Khawaja, S.* (in press). Beyond the bus: Reconceptualizing school transportation for mobility justice. Harvard Educational Review.

Edwards, E. B., Singer, J.*, & Lenhoff, S. W. (in press). Antiblackness and attendance policy implementation: Evidence from a midwestern school district. Educational Researcher.

Lenhoff, S. W., & Singer, J.* (2022). Promoting ecological approaches to educational issues: Evidence from a partnership around chronic absenteeism in Detroit. Peabody Journal of Education. https://doi.org/10.1080/0161956X.2022.2026723

Singer, J.*, & Lenhoff, S. W. (2022). Race, geography, and school choice policy: A critical analysis of Detroit students’ suburban school choices. AERA Open, 8(1), 1–19. https://doi.org/10.1177/23328584211067202

Pogodzinski, B., Lenhoff, S. W., Cook, W., & Singer, J.* (2021). School transit and accessing public school in Detroit. Education and Urban Society.

Pogodzinski, B., Cook, W., Lenhoff, S. W., & Singer, J.* (2021). School climate and student mobility. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2021.1901121

Singer, J.*, Pogodzinski, B., Lenhoff, S. W., & Cook, W. (2021). Advancing an ecological approach to chronic absenteeism: Evidence from Detroit. Teachers College Record, 123(4). https://www.tcrecord.org/library ID Number: 23652

Lenhoff, S. W., Singer, J.*, Pogodzinski, B., & Cook, W. (2020). Exiting Detroit for school: Inequitable choice sets and school quality. Journal of Education Policy. Advance online publication. https://doi.org/10.1080/02680939.2020.1856932

Lenhoff, S. W., Edwards, E. B., Claiborne, J.*, Singer, J.*, & French, K. R. (2020). A collaborative problem-solving approach to improving district attendance policy. Educational Policy. Advance online publication. https://doi.org/10.1177/0895904820974402

Lenhoff, S. W. (2020). Unregulated open enrollment and inequitable access to schools of choice. Peabody Journal of Education, 95(3), 248-271. https://doi.org/10.1080/0161956X.2020.1776072

Lenhoff, S. W., Somers, C., Tenelshof, B.*, & Bender, T.* (2020). The potential for multi-site literacy interventions to reduce summer slide among low-performing students. Children and Youth Services Review. Advance online publication. https://doi.org/10.1016/j.childyouth.2020.104806

Lenhoff, S. W., Lewis, J. M., Pogodzinski, B., & Jones, R. D.* (2019). ‘Triage, transition, and transformation’: Advocacy discourse in urban school reform. Education Policy Analysis Archives, 27(32), 1–35. https://doi.org/10.14507/epaa.27.4230

Pogodzinski, B., Lenhoff, S. W., & Addonizio, M. F. (2019). The relationship between open enrollment and school bond voting. Education Administration Quarterly, 23(1–2), 153–169. https://doi.org/10.1177/0013161X18809343

Lenhoff, S. W., & Pogodzinski, B. (2018). School organizational effectiveness and chronic absenteeism: Implications for accountability. Journal of Education for Students Placed at Risk, 23(1-2), 153-169. https://doi.org/10.1080/10824669.2018.1434656

Superfine, B. M., Umpstead, R. R., Mayrowetz, D., Lenhoff, S. W., & Pogodzinski, B. (2018). Science and politics in Friedrichs v. California Teachers Association. Educational Policy, 32(2), 211-233. https://doi.org/10.1177/0895904817741545

Lenhoff, S. W., & Pogodzinski, B., Mayorwetz, D., Superfine, B., Umpstead, R. R. (2018). District stressors and teacher evaluation ratings. Journal of Educational Administration, 56(2). https://doi.org/10.1108/JEA-06-2017-0065

Pogodzinski, B., Lenhoff, S. W., & Addonizio, M. F. (2017). The push and pull of open enrollment policy in Metro Detroit. Educational Review, 70(5), 622–642. http://dx.doi.org/10.1080/00131911.2017.1359148.

Lenhoff, S. W., & Ulmer, J. B. (2016). Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers. Education Policy Analysis Archives, 24(108), 1-29. https://doi.org/10.14507/epaa.24.2273

Peurach, D. J., Lenhoff, S. W., & Glazer, J. L. (2016). Large scale high school reform through school improvement networks: Examining possibilities for “developmental evaluation.” Teachers College Record, 118(13), 1-28. http://www.tcrecord.org/library/abstract.asp?contentid=20622

Peurach, D. J., Glazer, J. L., & Lenhoff, S. W. (2016). The developmental evaluation of school improvement networks. Educational Policy, 30(4), 606–648. http://doi.org/10.1177/0895904814557592

Jacobsen, R., Frankenberg, E., & Lenhoff, S. W. (2012). Diverse schools in a democratic society: New ways of understanding how school demographics affect civic and political learning. American Educational Research Journal, 49(5), 812–843. http://doi.org/10.3102/0002831211430352

Research Description

Educational policy and policy implementation

School reform organizations

Models for improving technical core of teaching and school leadership

Professional development and coaching


Affiliated Departments