Doug Lederman

Doug Lederman, Editor, is one of the three founders of Inside Higher Ed. With Scott Jaschik, he leads the site's editorial operations, overseeing news content, opinion pieces, career advice, blogs and other features. Doug speaks widely about higher education, including on C-Span and National Public Radio and at meetings around the country, and his work has appeared in The New York Times, USA Today, the Nieman Foundation Journal, The Christian Science Monitor, and the Princeton Alumni Weekly. Doug was managing editor of The Chronicle of Higher Education from 1999 to 2003. Before that, Doug had worked at The Chronicle since 1986 in a variety of roles, first as an athletics reporter and editor. He has won three National Awards for Education Reporting from the Education Writers Association, including one in 2009 for a series of Inside Higher Ed articles he co-wrote on college rankings. He began his career as a news clerk at The New York Times. He grew up in Shaker Heights, Ohio, and graduated in 1984 from Princeton University. Doug lives with his wife, Sandy, and their two children in Bethesda, Md.

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Most Recent Articles

September 19, 2005
Initial federal proposals for post-Katrina relief provide comparatively little for colleges and students.
September 16, 2005
The Pentagon has cited three independent law schools for barring military recruiters -- but what about Harvard?
September 15, 2005
Higher education groups pan Senate proposal to use savings from Higher Ed Act to pay for Katrina recovery.
September 15, 2005
4.5% of borrowers in 2003 failed to repay their student loans, down from 5.2% in 2002.
September 14, 2005
At long-planned conference, a new issue emerges, informally, on the agenda.
September 13, 2005
Community college professors cite most concern, but they like their jobs the most, too, UCLA survey finds.
September 12, 2005
Most of the action in American educational policy happens in the states. Their governments are primarily responsible for elementary and secondary education, and the vast majority of students in the United States attend public institutions that are also funded and governed primarily at the state level. So any efforts to improve the interaction between the public schools system and higher education, and to ease the transition of students from one to another to ensure their academic success, will live and die largely at the state level.

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