Jane Arnold Lincove holds a Ph.D. in public administration from the University of Southern California and a Master's in public policy from the University of California at Los Angeles. Her research focuses on education policy and economics of education in the U.S. and in developing countries. Her research has been published in Public Administration and Development, Journal of Developing Areas, and Educational Evaluation and Policy Analysis.
Prior to joining to the LBJ School, Dr. Lincove served as a policy consultant for the Child Care Alliance of Los Angeles, as an evaluator for several southern California public school districts, and as Development Coordinator for Para Los Niños, a non-profit children's agency serving the Skid Row area of Los Angeles. Lincove is a 2010-2012 Spencer Foundation/National Academy of Education Postdoctoral Fellow and a co-director for the Project on Educator Effectiveness and Quality (PEEQ), an initiative of the Center for Health and Social Policy.
PhD in Public Administration, USC 2005
MPP, UCLA 2000
BS, Northwestern University, 1995
2010-2012 Spencer Foundation/National Academy of Education Postdoctoral Fellow
2010-present Co-Director of PEEQ
Barczyk, Amanda N. & Lincove, Jane Arnold (2010). “Cash and Counseling: A Model for Self-directed Care Programs to Empower Individuals with Serious Mental Illnesses.” Social Work in Mental Health 8 (3), 209-224.
Lincove, Jane Arnold (2009). “The Effects of Costs on Primary Schooling for Boys and Girls in Nigeria.” Economics Education Review, 28(40), 474-484.
Lincove, Jane Arnold (2009). “Are Markets Good for Girls? The World Bank and Neo-liberal Education Reforms in Developing Countries.” Whitehead Journal of Diplomacy, 10(1), 59-76.
Lincove, Jane Arnold. (2008) “Growth, Girls’ Education, and Female Labor: A Longitudinal Analysis,” Journal of Developing Areas, 41(2), 45-68.
Lincove, Jane Arnold. (2006) “Equity, Efficiency, and Girls’ Education,” Public Administration and Development, 26, 339-357.
Lincove, Jane Arnold & Gary Painter. (2006) “Does the Age that Children Start Kindergarten Matter?” Educational Evaluation and Policy Analysis, 28(2), 153-179.