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College of Education College of Education

Ben Pogodzinski

Ben Pogodzinski

Professor of Educational Leadership and Policy Studies and Research Faculty for the Detroit Partnership for Education Equity & Research

313-577-2413

ben.pogodzinski@wayne.edu, cs3372@wayne.edu

Office Hours: By appointment.

377 Education Bldg.

Ben Pogodzinski

Degrees and Certifications

  • Ph.D., Michigan State University, 2009
  • M.P.P., Georgetown University, 2003
  • B.A., University of Michigan, 1999

Responsibilities

  • Education Leadership and Policy Studies

Biography

Pogodzinski CV (updated 9/13/22)

Research Interests

My research interests focus on how state and district policies, school organizational context, and labor relations influence teachers’ instructional practices, effectiveness, and labor market decisions. My additional research interests focus on school choice policies and school financing.

Community Engagement Activities

  • Catholic Schools Council - Archdiocese of Detroit
  • Board of Directors - Loyola High School, Detroit

Featured publications

School climate and student mobility

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

Keywords

Climate
Student mobility
Urban education

School choice has been accompanied by an increase in student mobility. Although changing schools can benefit students, mobility is often associated with negative student and school outcomes. This study sought to better understand the relationship between school climate and the likelihood of student mobility across K-8 schools in Detroit, a city marked by a high level of school choice options. We found conflicting evidence of a relationship between measures of school climate as measured by the 5Essentials survey and student mobility. We discuss these findings in the context of potential sector differences, which may overshadow parental preferences for organizational characteristics.

Organizational effectiveness in Catholic schools across the Archdiocese of Detroit

Pogodzinski, B., & Morris, A. (2021). Organizational effectiveness in Catholic schools across the Archdiocese of Detroit. Journal of Catholic Education, 24(1), 204-224.

Keywords

Catholic schools
Organization
Climate

To help inform continuous improvement efforts across Catholic Schools in the Archdiocese of Detroit (AOD), the Catholic Identity Program Effectiveness Surveys were administered to parents, students, and faculty/staff across schools in the AOD during Winter 2018. This work sought to identify variation in responses across respondents and schools. Additionally, we sought to identify an association between the survey responses and enrollment trends across schools. Our findings show some significant differences in responses across the domains of the survey as well as across respondent group. The initial analysis found no statistically significant association between measures of organizational climate and enrollment trends, though we acknowledge limitations in the data and call for continued research in this regard.

School Transit and Accessing Public School in Detroit

Pogodzinski, B., Lenhoff, S. W., Cook, W., & Singer, J. (2021). School Transit and Accessing Public School in Detroit. Education and Urban Society, DOI: 00131245211027369

Keywords

Transit
Access
Enrollment

Students in the Detroit Public Community Schools District (DPSCD) have the highest rate of chronic absence (missing 10% or more of school days) among large districts in the United States. Additionally, students in DPSCD are among the poorest students in the country, often lacking access to reliable personal transportation or public transit to facilitate getting to school. Although DPSCD offers school-sponsored transit, only 30% of K-8 students were eligible for such transit in 2018 to 2019. Through the use of multilevel modeling, we sought to identify the association between eligibility for school-sponsored transit and attendance. Our findings indicated that there was a negative association of small magnitude between eligibility for school sponsored transit and school attendance. This counterintuitive finding may highlight the fact that transit eligibility is not sufficient to mediate the negative relationship between student poverty and attendance, and transit eligibility does not guarantee regular use of school-sponsored transit.

Publications

Peer-Reviewed Journal Articles

Pogodzinski, B., Lenhoff, S. W., Cook, W., & Singer, J. (2021). School Transit and Accessing Public School in Detroit. Education and Urban Society, DOI: 00131245211027369.

Pogodzinski, B., & Morris, A. (2021). Organizational effectiveness in Catholic schools across the Archdiocese of Detroit. Journal of Catholic Education, 24(1), 204-224.

Pogodzinski, B., Cook, W., Lenhoff, S.W., & Singer, J. (2021). School climate and student mobility. Leadership and Policy in Schools. DOI: 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).

Lenhoff, S.W., Singer, J., Pogodzinski, B., & Cook, W. (2020) Exiting Detroit for school: inequitable choice sets and school quality. Journal of Education Policy, DOI: 10.1080/02680939.2020.1856932

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.

Pogodzinski, B., Lenhoff, S. W., & Addonizio, M. (2019). The Relationship Between Open Enrollment and School Bond Voting. Educational Administration Quarterly, 55, 510-534.
 

Lenhoff, S. W., & Pogodzinski, B. (2018). School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability. Journal of Education for Students Placed at Risk (JESPAR), 23(1-2), 153-169.

George, C., Ingle, W.K., & Pogodzinski, B. (2018). Exploring the politics of collective bargaining and unions in education. Educational Policy, 32, 143-151.

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, 211-233.

Lenhoff, S. W., Pogodzinski, B., Mayrowetz, D., Superfine, B.M., & Umpstead, R. R. (2017). District stressors and teacher evaluation ratings. Journal of Educational Administration. http://www.emeraldinsight.com/doi/abs/10.1108/JEA-06-2017-0065

Pogodzinski, B., Lenhoff, S. W., & Addonizio, M. F. (2017). The push and pull of open enrolment policy in metro Detroit. Educational Review, DOI:10.1080/00131911.2017.1359148

Pogodzinski, B. (2016). The microfoundations of human resources management in US public schools. Journal of Educational Administration, 54, 537-557.

Owens, M. A., Pogodzinski, B., & Hill, W. E. (2016). Job-embedded professional development policy in Michigan: can it be successful? Professional development in education, 42, 201- 217.

Pogodzinksi, B., Umpstead, G., & Witt, J. (2015). Teacher evaluation reform implementation and labor relations. Journal of Education Policy, 30, 540-561.

Pogodzinski, B. (2015). The impact of administrative context on novice-mentor interactions.
Journal of Educational Administration, 53, 40-65.

Youngs, P., Pogodzinski, B., Grogan, E., & Perrone, F. (2015). Person-organization fit and research on instruction. Educational Researcher, 44, 37-45.

Youngs, P., Kwak, H.S., & Pogodzinski, B. (2015). How middle school principals can affect beginning teachers’ experiences. Journal of School Leadership, 25, 157-189.

Pogodzinski, B., & Jones, N. (2015). Examining novice teachers’ socialization into unions.
Education and Urban Society, 47, 669-694.

Youngs, P., Pogodzinski, B., & Galey, S. (2015). How labor management relations and human resource policies affect the process of teacher assignment in urban school districts.
Educational Administration Quarterly, 51, 214-246.

Pogodzinski, B. (2014). Collegial support and novice teachers’ perceptions of working conditions. Journal of Educational Change, 15, 467-489.

Pogodzinski, B., & Jones, N. (2014). Exploring novice teachers’ attitudes and behaviors regarding teacher unionism. Educational Policy, 28, 491-515.

Pogodzinski, B., Youngs, P., & Frank, K. A. (2013). Collegial climate and novice teachers’ intent to remain teaching. American Journal of Education, 120, 27-54.

Umpstead, R., Pogodzinski, B., & Lund, D. (2013). An analysis of state teacher evaluation laws enacted in response to the federal race to the top initiative. Education Law Reporter, 286, 795-823.

Pogodzinski, B., Youngs, P., Frank, K.A., & Belman, D. (2012). Administrative climate and novices’ intent to remain teaching. The Elementary School Journal, 113, 252-275.

Pogodzinski, B. (2012). Socialization of novice teachers. Journal of School Leadership, 22, 982- 1023.

Pogodzinski, B. (2012). Considering the social context of schools: A framework for investigating new teacher induction. Mentoring and Tutoring: Partnership in Learning, 20, 325-342.

Pogodzinski, B. (2012). The socialization of novice teachers into teacher unions. Labor Studies Journal, 37, 183-202.

Book Chapters

Kelly, S., Pogodzinski, B., Zhang, Y. (2018). Teacher quality. In B. Schneider & G. Saw (Eds.),
Handbook of the Sociology of Education in the 21st Century. New York: Springer.

Pogodzinski, B. (2015). The formal and informal contexts of union socialization. In N. Bascia (Ed.), Teacher Unions In Public Education: Politics, History And The Future.
Hampshire, England: Palgrave MacMillan.

Youngs, P., Frank, K.A., & Pogodzinski, B. (2012). The role of mentors and colleagues in
beginning elementary and middle school teachers’ language arts instruction. In S. Kelley (Ed.), Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement. New York: Teachers College Press.

Youngs, P., Pogodzinski, B., & Low, M. (2010). The role of formative assessment in new teacher induction. In M. Kennedy (Ed.), Handbook of Teaching and Teacher Quality. San Francisco: Jossey-Bass.

Courses taught by Ben Pogodzinski

Fall Term 2024 (future)

Spring-Summer Term 2024 (future)

Winter Term 2024 (current)

Fall Term 2023

Spring-Summer Term 2023

Winter Term 2023

Fall Term 2022

Winter Term 2022

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