Faculty Directory
Andrew Miller
Assistant Professor
Andrew Miller
Ph.D.
Contact
Campion 216
Telephone: 617-552-3732
Email: andrew.miller.6@bc.edu
Education
- Ph.D., Boston College
- M.Ed. University of Notre Dame
- B.A., University of Notre Dame
Courses
Reflection on Leadership Seminar Information
Theories of Leadership: District Focus
Research Interests
Catholic educational leadership models, the organizational make-up of Catholic elementary and secondary schools, educational policies impacting the Catholic school sector in the U.S.,聽the intersection of Catholic school governance/leadership models and the sustainability of Catholic schools, and equity of聽urban Catholic elementary schools
Expertise
- Catholic Education
- Educational Leadership & Policy
- Urban Education
Department
Profile
Andrew Miller's research and teaching focus on the ways Catholic schools and Catholic school leaders, inspired by Catholic social teaching, provide a transformative and socially just education for the students who attend America's Catholic schools. From his early career teaching at St. George Catholic School in Fort Worth, TX to his time working as Director of Academics at the Archdiocese of Boston Catholic Schools Office, Miller has been committed to enhancing the quality of teaching, learning, and leadership in Catholic schools.
As a faculty member in the Educational Leadership and Higher Education department, Miller teaches graduate electives in the M.Ed. program focused on ethics and equity frameworks and transforming the field of Catholic education. In addition, he teaches courses in the Ed.D. program with other core PSAP faculty members.
Miller earned his doctorate from the Lynch School in 2017 where his work focused on the intersections of teacher preparation and education reform policy. Miller was a co-author (with Marilyn Cochran-Smith and other members of the Teacher Education and Education Reform research team) of Reclaiming Accountability in Teacher Education, which has won awards from AERA, the Society of Professors of Education, and the American Educational Studies' Association.
Select Publications
Miller, A. F., Giunco, K., Vera, M. M., Friedman, A., Cownie, C., Rosen-Reynoso, M., & Smith, A. (2025). Can decentralized school systems pursue common ends?: An analysis of urban Catholic school and system leaders鈥� perception of reform. Urban Education, 60(7), 2153-2186. https://doi.org/10.1177/00420859241279450.
Miller, A. F., Vera, M. M., & Giunco, K. (2025). How should leaders 鈥渟ustain the legacy鈥� of urban Catholic schools? An exploration of Catholic school and system leader perspectives. Journal of Educational Administration, 63(1), 77-93. https://doi.org/10.1108/JEA-09-2023-0230.聽
Hegseth, W., & Miller, A. F. (2024). Taking a stance: A comparative study of education-systems-in-environment. Educational Evaluation and Policy Analysis. Advance online publication. https://doi.org/10.3102/01623737241296900.
Miller, A. F. (2024). Will parental choice save Catholic schools? Interrogating the Catholic school sector鈥檚 relationship to private school choice advocacy in the U.S. Religion & Education, 51(4), 342-360. https://doi.org/10.1080/15507394.2024.2413837.聽
Miller, A. F. (2024). 鈥淚 didn鈥檛 care about enrollment:鈥� Catholic school leader perceptions of organizational decision-making in the COVID era. Journal of School Choice, 18(3), 407-431. https://doi.org/10.1080/15582159.2024.2350819.聽
Miller, A. F., Smith, A., Giunco, K., Friedman, A., Rosen-Reynoso, M., & Cownie, C. (2023). Tracking the legacy of inner-city Catholic schools: An analysis of U.S. elementary Catholic school organizational and demographic data. Journal of Catholic Education, 26(2), 1-22. https://doi.org/10.15365/joce.2602012023.聽
Miller, A. F., & Burke, K. J. (2023). Making Catholic schools research relevant: Assessing contemporary trends in the field of Catholic education. Educational Researcher, 52(1), 39-47. https://doi.org/10.3102/0013189X221136560.
Miller, A. F., Reyes, J., Wyttenbach, M., & Ezeugwu, G. (2023). The limits of the 鈥渟ystem of schools鈥� approach: Superintendent perspectives on change efforts in U.S. Catholic school systems. Journal of Educational Change, 24(4), 943-970. https://doi.org/10.1007/s10833-022-09475-1.
Miller, A. F., Noble, A. D., & McQuillan, P. J. (2022). Understanding leadership for adaptive change in Catholic schools: A complexity perspective. Journal of Catholic Education, 25(1), 54-83. https://doi.org/10.15365/joce.2501032022.聽聽
Miller, A. F., Park, Y., Conway, P., Cownie, C. T., Reyes, J., Rosen-Reynoso, M., & Smith, A. (2022). Examining the legacy of urban Catholic schooling in the U.S.: A systematic literature review. The Urban Review, 54(3), 481-508. https://doi.org/10.1007/s11256-021-00619-w
Select Grants and Fellowships
Principal Investigator (2023-2024). (Re)designing educational infrastructure to promote equity and wellbeing: A comparative study of public, charter, and Catholic educational systems. Research Incentive Grant, Boston College. Co-PIs: Whitney Hegseth, Michael O鈥機onnor. ($14,890)
Principal Investigator (2022-2023). Formation in times of crisis: A comparative study of public, charter, and Catholic educational systems. Research into Formative Education, Boston College. Co-PIs: Whitney Hegseth, Michael O鈥機onnor. ($14,225)
Co-Principal Investigator (2022-2025). How Catholic School Networks Foster Innovative and Transformative Pedagogies of Character Formation. Character through Community: Strengthening Character Development through Communities of Practice, John Templeton Foundation. PI: Martin Scanlan. Key Collaborators: Melodie Wyttenbach and Elena Sada, Boston College Roche Center. ($529,590)
Principal Investigator (2023-2024). (Re)designing educational infrastructure to promote equity and wellbeing: A comparative study of public, charter, and Catholic educational systems. Research Incentive Grant, Boston College. Co-PIs: Whitney Hegseth, Michael O鈥機onnor. ($14,890)
Principal Investigator (2022-2023). Formation in times of crisis: A comparative study of public, charter, and Catholic educational systems. Research into Formative Education, Boston College. Co-PIs: Whitney Hegseth, Michael O鈥機onnor. ($14,225)
Co-Principal Investigator (2022-2025). How Catholic School Networks Foster Innovative and Transformative Pedagogies of Character Formation. Character through Community: Strengthening Character Development through Communities of Practice, John Templeton Foundation. PI: Martin Scanlan. Key Collaborators: Melodie Wyttenbach, Elena Sada. ($700,000)
Principal Investigator (2021-2022). Organizational and leadership responses to COVID-19 in Catholic schools. Warmenhoven Fellows Research Grant, Boston College. Co-PIs: Charlie Cownie, Myra Rosen-Reynoso, Michael O鈥機onnor. ($38,342)
Principal Investigator (2020-2021). Assessing and evaluating shifts in Catholic school governance. Warmenhoven Fellows Research Grant, Boston College. Co-PIs: Melodie Wyttenbach, John Reyes. ($45,000).
Select Presentations
Miller, A.F., & O鈥機onnor, M.T. (April 8, 2019). Moving beyond enrollment: A framework for encouraging critical perspectives and embracing diversity in Catholic education. Paper presented at the Annual Meeting of the American Educational Research Association, Toronto, ON.
Miller, A.F., & Keefe, E.S. (April 16, 2018). Creating jaw-droppingly effective rookie teachers: Teacher preparation at Sposato Graduate School of Education (Match Education). In M.Cochran-Smith (chair) and A.M. Villegas (discussant), Teacher preparation at new graduate schools of education: Studying a controversial innovation. Symposium presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Baker, M., & Miller, A.F. (April 28, 2017). Reclaiming accountability: Promising practices and directions forward. In M. Cochran-Smith (chair) and A.L. Goodwin (discussant), Getting accountability right in teacher education. Symposium presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.
Cochran-Smith, M., Carney, M.C., Miller, A.F., & Sanchez, J.G. (April 6, 2017). Teacher preparation at new graduate schools of education: Studying a controversial innovation. Symposium presented at the Annual Meeting of the New England Educational Research Organization, Portsmouth, NH.
Cochran-Smith, M., Miller, A.F., & Carney, M.C. (November 29, 2016). Relocating teacher preparation: New graduate schools of education and their implications. Keynote address at the Boston College Lynch School of Education Endowed Chairs Colloquium, Chestnut Hill, MA.
Miller, A.F., & Keefe, E.S. (April 11, 2016). Council for the Accreditation of Educator Preparation鈥檚 new efforts to professionalize teacher education through accreditation and accountability. In M. Cochran-Smith (chair) and K. Kumashiro (discussant), Fixing teacher preparation: Analysis and critique of major reform initiatives. Symposium presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.
Cochran-Smith, M., Stern, R., Sanchez, J.G., Miller, A.F., Keefe, E.S., Fernandez, M.B., Chang, W.C., Carney, M.C., Burton, S., & Baker, M. (April 10, 2016). Teacher education accountability initiatives: What鈥檚 the evidence? In M. Cochran-Smith (chair), Public scholarship and teacher education for diverse democracies. Symposium conducted at the Annual Meeting of the American Educational Research Association, Washington, D.C.
Miller, A.F., & Keefe, E.S. (May 1, 2015). CAEP: Professionalizing teacher education through accreditation and accountability. In M. Cochran-Smith (chair), Education reform and teacher education: Critiquing four initiatives. Paper presented at the Annual Meeting of the New England Educational Research Organization, Portsmouth, New Hampshire.
Miller, A.F. (April 18, 2015). The social field of 鈥淣o Excuses鈥� charter schools and management organizations: A critical inquiry into the beliefs and practices of an emerging orthodoxy for urban education. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois.
Miller, A.F., & O鈥機onnor, M.T. (May 2, 2014). Critical foundations, intersecting agendas: Rethinking the discourse of Catholic schools and school choice. Paper presented at the Annual Meeting of the New England Educational Research Organization, Mount Snow, Vermont.
Miller, A.F. (May 1, 2014). The democratic possibilities and limitations of 鈥淣o Excuses鈥� charter schools. In M. Cochran-Smith (chair), Can democracy and equity survive education reform? Symposium conducted at the Annual Meeting of the New England Educational Research Organization, Mount Snow, Vermont.
Ryan, A., Paugh, P.C., Enterline, S., Doyle, K., Miller, A.F., Wendell, K., Gilbert, M., Vandenberg, L.E., Gonsalves, L.M., & Power, C. (April 7, 2014). A tale of two universities: The edTPA in Massachusetts. In A. Ryan (chair) and M. Cochran-Smith (discussant), Context matters: Unpacking the national teacher assessments and the edTPA in four states. Symposium conducted at the Annual Meeting of the American Educational Research Association, Philadelphia, Pennsylvania.
Ryan, A., Enterline, S., Doyle, K., Miller, A.F. (April 5, 2014). The consequences of compliance: Exploring the edTPA and outcomes for teacher candidates. Poster presented at the Annual Meeting of the American Educational Research Association, Philadelphia, Pennsylvania.
Ryan, A., Power, C., & Miller, A.F. (May 1, 2013). Unintended consequences: A case study of professional development experiences in a small-school setting. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.
Enterline, S., Ryan, A., Doyle, K., & Miller, A.F. (April 30, 2013). Implementing the Teacher Performance Assessment: Challenges, lessons, and next steps. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.
Enterline, S., Ryan, A., Doyle, K., & Miller, A.F. (April 19, 2013). Implementing the Teacher Performance Assessment: Challenges, lessons, and next steps. In M. Cochran-Smith, E. Losee, & M. Regan (Chairs), Implementing the Teacher Performance Assessment in Massachusetts. Symposium conducted at the Annual Meeting of the New England Educational Research Organization, Portsmouth, New Hampshire.