Jennifer Flores Samson

Photo of Jennifer Flores Samson

Associate Professor
  • Harvard University, Human Development and Psychology EdD 2009
  • Harvard University, Mind, Brain, & Education, MEd 2005
  • San Francisco State University, School Psychology, MA 1996
  • UC San Diego, Psychology, BA 1994
  • SPED 704.50 Teaching Culturally and Linguistically Divers Students with Special Needs
  • EDF 804 Analysis of Major Issues in Contemporary Education Reform
  • URBS 4031G/SOC 42536 Contemporary Education Policy
  • SPED 701 Assessment of Students with Disabilities
  • SPED 704 English Language Learners with Special Needs
  • SPED 707 Research Seminar
  • SPED 780 Study of Learning Disabilities
  • SPED 781.50 Reading Methods for Students with Disabilities
  • CEDCF 709 Social, Historical, and Philosophical Foundations of General and Bilingual Education

Dr. Samson is focused on teacher quality with a specific interest in the literacy outcomes of English language learners and students with disabilities. The main question that motivates her work is “How can teachers be more effective when working with students who are culturally, linguistically, and ability diverse?” Her scholarship has included analyses of national datasets to better understand language minority students and their teachers, particularly as it relates to special education and literacy outcomes. Findings from Dr. Samson’s work have implications for both policy and practice and have been featured in the Journal of Learning Disabilities, Reading and Writing, Teachers College Record, and Teaching Exceptional Children.

  • Samson, J. F., Hines, S. J. & Li, K. (2015). Effective Use of Paraprofessionals for Reading Intervention. Mentoring and Tutoring: Partnership in Learning, 23(2) 1-14.
  • Samson, J. F. & Lesaux, N. K. (2015). Disadvantaged Language Minority Students and Their Teachers: A National Picture. Teachers College Record, 17(4), 1-26.
  • Samson, J. F. (2011). Are they ready to teach all students? A Preliminary Review of Special Education Teacher Preparation Programs and Coursework Relevant to ELs with Disabilities. AccELLerate: Quarterly Review of the National Clearinghouse for English Language Acquisition, 3(3), 21-22.
  • Kim, J., Samson, J. F., Fitzgerald, R., Hartry, A. (2010). Can a Mixed-methods Literacy Intervention Improve Reading Outcomes for Struggling Readers in Grades 4 to 6? A Randomized Experiment of READ 180. Reading and Writing: An Interdisciplinary Journal. 23, 1109-1129.
  • Samson, J. F., & Lesaux, N. K., (2009). Language Minority Learners in Special Education: Rates and Predictors of Identification for Services, Journal of Learning Disabilities 42(2), 148-62.
  • Samson, J. F. (2009). Editor’s Review of Evidence-Based Reading Practices for Response to Intervention edited by Diane Haager, Janette Klingner, & Sharon Vaughn and Response to Intervention: A Practical Guide for Every Teacher by William N. Bender and Cara Shores. Harvard Educational Review. 79 (1), 148-159.
  • Rinaldi, C., & Samson, J. F., (2008). Response to Intervention for ELLs: Special Education Referral Recommendations for English Language Learners with Academic Difficulties within an RTI Model Teaching Exceptional Children, 40(5), 6-14.
  • Samson, J. F. (9/2017-8/2022). Bilingual Special Education Scholarship Program. New York City Department of Education Contract $45,404.
  • Bleiweiss, J. & Samson, J. F. (2/2014-3/2015). Autism Online Professional Development Modules. New York City Department of Education Contract. $53,500.
  • Connor, D. & Samson, J. F. (2015). Hunter College Learning Lab Program Support Grant. Selz Foundation. $23,000.
  • Samson, J. F. & Collins, B. (Co-PI’s). (June 2011). Teacher Effectiveness for English Language Learners. Center for American Progress Contract. $10,000.