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Rajah Smart
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Rajah E. Smart, Ed.D.

Co-Principal Investigator

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Background

As co-principal investigator (Co-PI) for the InEFE research project at Eastern Michigan University, Dr. Smart is the assistant dean and director for the Office of Assessment and Accreditation in the College of Education at Tennessee State University (TSU). He earned a B.A. in secondary education from Western Michigan University, an M.A. in education with an emphasis in educational leadership from the University of Phoenix, and an Ed.D. with an emphasis in educational leadership from the University of Michigan. While at the University of Michigan, his dissertation study used multiple-regression modeling and analysis of variance to determine the impact of resource allocation practices in urban areas on student outcomes using multiple state data systems, which is a component of this research.

At Davenport University, Dr. Smart developed and maintained a quality assurance system (QAS) for continuous improvement that analyzed data (quantitative and qualitative) and formulated targets for the progress of the overall unit. In his current role at TSU, he is responsible for developing a QAS for a much larger student and tenured faculty population in the College of Education. The system must manage all College aspects and collect data for multiple initial and advanced programs. The QAS includes a longitudinal research component to determine if the QAS indeed improves candidate outcomes.

The work aligns with his previous roles as an education consultant with the Michigan Department of Education, collaborating with public school districts regarding educator certification, higher education institutions in accreditation and program approval, supporting public school organizations across Michigan regarding policy, and auditing for a national accreditation entity where equity is the focus. This work prompted his interest in educational research related to equity in education, the persistence of racism specifically as it relates to public school funding policy, practice, and educational disparities; disproportionate discipline practices; significant disproportionality; urban education, gender performance, and charter school performance for students historically underperforming.

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