Bryan Mann

University of Kansas

Bryan Mann is an associate professor in the Department of Educational Leadership and Policy Studies at the University of Kansas. He holds a PhD in Educational Theory and Policy from the Pennsylvania State University. His research focuses on geography and educational policy, exploring key questions about school enrollment trends and policy mechanisms that enhance educational and social equity. Dr. Mann's work spans areas such as segregation and diversity, school choice, and alternative education models. Notably, his studies have shed light on trends related to rural segregation in Alabama, the impact of gentrification on education in Washington DC, and the geospatial patterns of cyber charter schools in Pennsylvania.  Prior to his role at the University of Kansas, Dr. Mann was an assistant professor at the University of Alabama and a high school English teacher in Monmouth County, New Jersey.

Email Bryan Mann at: bryanmann@ku.edu

NEPC Publications

NEPC Review: Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study (Center on Reinventing Public Education, June 2022)

Bryan Mann
Christopher Doss & Elizabeth D. Steiner
Bryan C. Hassel
Use of Personalized Learning Platforms in One Pandemic-Era Microschool: A Case Study
“The Most Professionally Satisfied I’ve Been.” How Could the Best Aspects of Learning Pod Staffing Be Scaled Up?

Families across the U.S. experimented during the COVID-19 pandemic with new educational models in response to school closures. This review examines the Center on Reinventing Public Education’s two recent reports on two related strategies that exemplify such experimentation: microschools and learning pods. The first report analyzes engagement patterns and success rates of a digital platform used at one microschool in Nevada. The second report praises learning pods’ staffing features and argues that these approaches might be adopted in traditional schools. Both reports paint the new strategies in positive light, but both have methodological and analytical shortcomings that limit their utility for policymakers. 

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