Preston Green is the John and Carla Klein Professor of Urban Education at the University of Connecticut’s Neag School of Education. He is also a professor of educational leadership and law at the University of Connecticut. At the University of Connecticut, Dr. Green helped develop the UCAPP Law Program, which enables participants to obtain a law degree and school administrator certification at the same time. Dr. Green also developed the School Law Online Graduate Certificate, a 12-credit online program that helps educators, administrators and policy makers understand the legal dimension of K-12 education.
Before coming to the University of Connecticut, he was the Harry Lawrence Batschelet II Chair Professor of Educational Administration at Penn State, where he was also a professor of education and law and the program coordinator of Penn State’s educational leadership program. In addition, Dr. Green was the creator of Penn State’s joint degree program in law and education. Further, he ran the Law and Education Institute at Penn State, a professional development program that teaches, administrators, and attorneys about educational law.
At the University of Massachusetts, Dr. Green was an associate professor of education. He also served as the program coordinator of educational administration and Assistant Dean of Pre-Major Advising Services.
Dr. Green has written five books and numerous articles and book chapters pertaining to educational law. He primarily focuses on the legal and policy issues pertaining to educational access and school choice.
Areas of Expertise (6)
Columbia University: Ed.D., Educational Administration 1995
Columbia University: J.D. 1992
University of Virginia: B.A. 1989
- American Educational Research Association, Member
- Education Law Association, Member
- University Council for Educational Administration, Member
Media Appearances (3)
A rural school turns to digital education. Is it a savior or devil's bargain?
NBC News tv
“It’s a moral hazard issue — a devil’s bargain,” Preston Green, a professor of education leadership and law at the University of Connecticut, said after reviewing the contract between the school and K12. “These districts need the money, are responsible for these students but the students are not a part of them. The question becomes: How concerned is the district going to be? It just doesn’t have the incentive to focus on these students. They’re just dollars to them.”
‘A Failed and Damaging Experiment:’ NEA Takes on Unaccountable Charter Schools
The lack of basic safeguards has opened up the charter school sector to “educational entrepreneurs,” says Preston C. Green, professor of Educational Leadership at the University of Connecticut. “These actors may also run businesses whose interests conflict with the charter schools that they are operating.” (...)
Problems with charter schools that you won’t hear Betsy DeVos talk about
Washington Post online
Preston C. Green III, Bruce Baker and Joseph Oluwole’s article, entitled “Having It Both Ways: How Charter Schools Try to Obtain Funding of Public Schools and the Autonomy of Private Schools,” explains how charters use “their hybrid characteristics to obtain the benefits of public funding while circumventing state and federal rights and protections for employees and students that apply to traditional public schools.” (...)
Preston C Green, Bruce D Baker, Joseph Oluwole
This article is divided into four parts. Part I describes how Fastow used his management of Enron and the SPEs to obtain illegal profits. Part II discusses why financial sector gatekeepers failed to stop these related-party transactions. Part III shows how charter school officials are benefitting from their control over charter schools and their affiliates in a manner similar to Fastow. Part IV analyzes pertinent statutory and regulatory provisions to identify steps that can be taken to increase the gatekeepers’ ability to protect against harmful related-party transactions.
Preston C Green III
This article provides an overview of non-religion-based state constitutional challenges to educational voucher and tax credit/scholarship programs.
Preston C Green III, Bruce D Baker, Joseph O Oluwole, Julie F Mead
Since 1992, forty-three states and the District of Columbia have passed charter school legislation. 1 Charter schools are commonly defined as public schools that are given considerable latitude from state rules and regulations that apply to traditional public schools while being held accountable for student achievement. 2 There are more than 6700 charter schools nationwide, serving nearly three million students, which accounts for 6% of public school enrollment. 3
Preston C Green, Joseph Oluwole
This article explains how New York’s charter schools have, thus far, relied upon their private characteristics to avoid audits by the state comptroller. In each instance, the charter schools prevailed by demonstrating that they were more “private” than the institutions that the state constitution authorized the comptroller to audit.
Kathleen M Collins, Preston C Green III, Steven L Nelson, Santosh Madahar
This article takes up the question of equity, access, and cyber charter schools from the perspective of disability studies in education (DSE). DSE positions inclusion and educational access as social justice concerns. In doing so, we assert the importance of making visible the social justice implications of the current laws that impact cyber charter schools and students with disabilities.