A graduate of the University of Buffalo (BA, MA, PhD), Mark has extensive knowledge in the fields of sociology and education. From his years of research and experience as a college professor, academic programs developer and administrator, Institutional Review Board director, and accreditation report writer, Mark has a keen understanding of relationship between education and society. His scholarship and writings have garnered national attention, including two national awards for his book on the political origins of standardized testing. Mark is known as an engaging and incisive speaker, commenting on a range of critical issues in education. His work focuses on educational policy, politics and their relationship to social inequality, with a particular focus on standardized testing and social science methodology. He also studies student motivation and emerging educational technologies. Mark actively collaborates with k-12 and higher education professionals, advocates for democratic governance, and provides professional learning, evaluation and consultative services.
Co-founder & lead consultant
Services focus on conducting program evaluations and providing professional learning opportunities and advice to educational and social sector organizations.
Professor, Education Policy & Research
School of Arts, Sciences and Education, D’Youville College, Buffalo, New York
Responsibilities include teaching The History and Future of Education Reform, The Persistent Problem of Inequality for Education Theory and Practice, Case Study Method and Design, Applied Research Practicum, Doctoral Seminar and directing dissertations.
Engineer & Producer
Sound Garrison Recording Studio, Buffalo, New York
Recording, producing and mastering the music of local and regional artists, focusing on the singer-songwriter.
Doctor of Philosophy, Social Foundations of Education
University at Buffalo
Sociology of Education Concentration. Dissertation and coursework focused on measurement and psychometric theory, educational assessment and technology and social and political inequality.
Master of Arts, Sociology
University at Buffalo
Master’s thesis focused on how empathy is mediated by hierarchical social structures.
Bachelor of Arts, Sociology
University at Buffalo
Winner of the 2011 American Education Studies Association Critic’s Choice Award and the 2010 CHOICE Outstanding Academic Title for the book, A Measure of Failure (SUNY Press). Named faculty of the year in 2007 and 2008. Winner of the DYC AAUP Chapter Scholar of the Year award in 2004.
From 2006 until fall of 2013, served as Director of D’Youville’s two doctoral programs: Educational Leadership and Health Policy & Health Education. Served as liaison to State of New York Education Department officials, leading external and internal evaluations. Formed advisory boards and developed partnerships with area school districts.
Between 2013 and 2015, served as the Writer for D’Youville College’s Self Study, playing an active role on the team leading the college’s Middle States Commission on Higher Education reaccreditation effort. Served as an evaluator for the Commission. Served as Director of the college’s Institutional Review Board.
Villa Maria College Achieve Program Advisory Council Member. The Achieve Program is a new initiative of Villa Maria College, aimed at fostering increased success for students with disabilities. Since 2013, served as a Policy Board Member for the West Seneca Teachers’ Center. The Board reviews the District’s professional learning plan and the work of the Teachers’ Center.
Manuscript reviewer for the peer-reviewed journals Educational Policy and the International Journal of Educational Policy and Leadership. Manuscript reviewer for Wiley/Blackwell and McGraw-Hill publishing companies. Book reviewer for Choice: Current Reviews for Academic Libraries.
Garrison, M. J. (2015). The manufactured crisis: Myths, fraud, and the attack on America’s public schools. In J. M. DeVitis (Ed.), Popular Educational Classics: A Reader. New York: Peter Lang.
Garrison, M. J. (2015). Value-added measures and the rise of anti-public schooling: The political, economic and ideological origins of test-based teacher evaluation. In B. Porfilio & P. Carr (Eds.), The phenomenon of obama and the agenda for education: can hope audaciously trump neoliberalism? Charlotte, NC: Information Age Publishing.
Roberts-Mahoney, H., & Garrison, M. J. (2015). The role of big data and “personalized learning” in the privatization of education. In M. Abendroth & B. Porfilio (Eds.), Understanding neoliberal rule in k-12 schools: educational fronts for local and global justice. Charlotte, NC: Information Age Publishing.
Garrison, M. J. (2011). The political economy of educational restructuring: On the origin of performance pay and Obama’s “Blueprint” for education. In P. Carr & B. Porfilio (Eds.), The phenomenon of obama and the agenda for education: can hope audaciously trump neoliberalism? Charlotte, N.C.: Information Age Publishing.
Seymour, C., & Garrison, M. J. (2015). Is the physical being taken out of physical education? On the possible effects of high-stakes testing on an embattled profession’s curriculum goals. Quest: Journal of the National Association for Kinesiology in Higher Education.
Fox Garrity, B., Fiedler, R., & Garrison, M. J. (2011). Trends in expenses and revenues at not-for-profit and for-profit postsecondary institutions: The nondistribution constraint and the future of the trust market. Academic Leadership, 9(4).
Garrity, B. K. F., Garrison, M. J., & Fiedler, R. C. (2010). Access for whom, access to what? The role of the “disadvantaged student” market in the rise of for-profit higher education in the united states. Journal for Critical Education Policy Studies, 8. Retrieved from http://www.jceps.com/archives/632
Garrison, M. J. (2004). Measure, mismeasure or not measurement at all? Psychometrics as political theory. Scholar-Practitioner Quarterly, 2(4), 61–76.
Garrison, M. J., & Bromley, H. (2004). Social contexts, defensive pedagogies, and the (mis)uses of educational technology. Educational Policy, 18, 589–613.
Garrison, M. J. (2003). Expanding the notion of social context in educational technology research: Notes from the field. Welsh Journal of Education, 12(1), 23–35.
Garrison, M. J., & Zak-Moskal, A. (2013). A model for using Self-Determination Theory to guide developing technology driven courses in higher education. Presented at the 5th International Conference on Self-Determination Theory.