Rebecca Natow is an assistant professor of educational leadership and policy in the Department of Specialized Programs in Education. Her areas of focus are higher education, educational policy, and qualitative research methods. She has conducted research relating to performance-based funding policies for higher education, developmental education, and postsecondary program implementation. She has also conducted extensive research into the higher education rulemaking process, which involves the creation of regulations that implement and administer federal higher education policy. She is the author of Higher Education Rulemaking: The Politics of Creating Regulatory Policy, published by Johns Hopkins University Press. Her dissertation, entitled Making Policy in the United States Department of Education: The Political Process of Federal Rulemaking for Higher Education, received the Outstanding Dissertation Award from the Politics of Education Association, and was a finalist for the American Educational Research Association Division J Outstanding Dissertation Award. Dr. Natow received her Ed.D., Ed.M., and M.A. in higher and postsecondary education from Teachers College, Columbia University, and her J.D. from Georgetown University Law Center.
Areas of Expertise (5)
Qualitative Research Methods
2020 Richard P. Nathan Public Policy Fellow (Rockefeller Institute of Government) (professional)
As one of the Rockefeller Institute of Government's 2020 Richard P. Nathan Public Policy Fellows, Dr. Natow will work on public policy issues in primary and postsecondary education, sustainability, substance abuse, and local government finance and management. The fellowship connects cutting-edge policy expertise to public problems and the policy community that tries to address these problems.
Teachers College of Columbia University: Higher & Postsecondary Education 2013
Ed.D - 2013 Ed.M. - 2008 M.A. - 2006
Georgetown University Law Center: J.D., Law 2000
- Member, American Educational Research Association
- Member, Association for the Study of Higher Education
- NASPA -- Student Affairs Professionals in Higher Education
- Northeastern Educational Research Association
Media Appearances (4)
Colleges Adapt to Online Learning
ABC Radio News radio
Rebecca Natow, Assistant Professor of Educational Leadership and Policy, was interviewed by ABC News Radio about the abrupt move to online learning for many college students as a result of the coronavirus crisis. While the transition does pose challenges, students may also find some benefits to taking an online, asynchronous course, including more flexibility and the ability to slow down and replay lectures. The interview was conducted by Hofstra journalism major Jennifer Goldstein ’20, who is completing an internship at ABC News Radio.
The Department of Education Needs a Researcher On Its Rule-Making Panel
Washington Monthly online
This incredibly ambitious rule-making effort includes subcommittees on the TEACH Grant, distance education, and faith-based institutions and has wide-ranging implications for nearly all of American higher education. If all negotiators do not reach consensus on a given topic (the most likely outcome), ED can write regulations as it sees fit. (For more on the process, I highly recommend Rebecca Natow’s great book on negotiated rule-making.)
GOP Seeks to Shift Accountability for Colleges
Inside Higher Education online
“It gets institutions’ attention and it does prompt changes in their campus programming with regard to students to get them more focused on completion,” she said. But some colleges have seen unanticipated consequences, such as increasing standards for admissions or lowering academic standards, Natow said.
Anticipating and Addressing Challenges With Technology in Developmental Education
Colleges and universities in the United States are increasingly integrating technology into developmental education programs, which are designed to bring underprepared students up to college level. The uptick in tools used to address challenges with developmental education arrives both in response to state policy mandates as well as institutions’ own desire to improve student outcomes and conserve resources.
Event Appearances (2)
Tips to Engage Students and Anticipate Challenges
Transition to Online Teaching: How to Engage Students and Anticipate Challenges https://www.youtube.com/watch?v=6B_gfjyAlHc&feature=youtu.be
A Better Future Is Possible - closing keynote address
40th annual conference of the Long Island Council of Student Personnel Administrators (LICSPA) https://www.licspa.org/conference/keynote2
Research Grants (1)
The Influence of Federal Policy on State Authorization for Higher Education
State Higher Education Executive Officers Association
Title IV of the Higher Education Act makes state authorization a requirement for institutions to receive funds through federal student financial aid programs. This endows states with an important role as one third of the so-called Program Integrity Triad charged with maintaining educational quality for institutions receiving funds under Title IV. Criticism of this state oversight and the proliferation of distance education programs led the federal government to initiate a series of regulatory reforms on state authorization in recent years. The implementation of those regulations during a shifting political context led to policy change, confusion, and other difficulties for states, institutions, and students. Despite the great influence the federal government has had on state-level policies and practices regarding institutional authorization, little is known about how states respond to those federal policies. This multi-case study of five states’ experiences with federal policies on state authorization will examine: (1) how state authorizers have implemented their responsibilities under Title IV of the Higher Education Act and related regulations; (2) how states have learned about and responded to changes in federal policies on state authorization; and (3) how states have addressed challenges encountered when responding to federal policies on state authorization.
This is Dr. Natow's first blog for the Rockefeller Institute of Government as part of her Richard P. Nathan Policy Fellowship. The blog is about implications of the 2020 presidential election for higher education policy.
Now that classes have moved online at Hofstra University and at colleges and universities throughout the nation, Rebecca Natow, Assistant Professor of Educational Leadership and Policy, has advice for college students with questions about the transition. Ironically, Dr. Natow coauthored an article in 2019, “Technology Use in Developmental Education: Experiences, Challenges, and Rationales,” for the Community College Journal of Research and Practice. She has also posted about online education on Twitter.
2020 This case study examined how research has been used in the federal higher education rulemaking process, through which the U.S. Department of Education implements programs under the Higher Education Act. Findings indicate that in this high-conflict policymaking process, politics infuses various forms of research use to create several overlapping categories of use (political-instrumental, political-conceptual, and political-imposed) that existing typologies of research use omit.
2020 Elite interviews provide valuable information from perspectives of power and privilege. However, the information elites provide may be biased or inaccurate, and researchers must be knowledgeable about the elites they interview. Therefore, the use of triangulation in studies using elite interviews is crucial. T
2019 Neoliberal theories—whether the new public management, principal-agent theory, or performance management—have provided the rationale for sweeping reforms in the governance and operation of higher education. This paper expands our understanding of neoliberal theory and practice by examining a leading neoliberal reform: performance-based funding (PBF) for higher education in the USA, Europe, Canada, Australia, and elsewhere.
2019 As community colleges increasingly integrate technology into developmental education, it becomes important to understand how technology is used in these programs, what challenges institutions have encountered relating to technology, and what considerations institutional leaders take into account when deciding whether and how to integrate technology in developmental education.
2019 Performance funding, a leading example of neoliberal policy making, involves funding institutions not on enrollments but on outcomes such as graduation. This article examines intended and unintended impacts of performance funding and obstacles to making it work effectively. It includes policy recommendations to help institutions better respond to performance funding.