Kyle Ingle

Kyle Ingle
Professor and Assistant Chair
Department of Educational Leadership, Evaluation and Organizational Development
Room 333 - College of Education
william.ingle @

Dr. Ingle's curriculum vitae [PDF]


William Kyle Ingle (Ph.D., Florida State University) is a professor and assistant department chairman in the Department of Educational Leadership, Evaluation, and Organizational Development at the University of Louisville. Prior to his academic appointment at the University of Louisville, Dr. Ingle served as associate professor and program coordinator for the Master’s program in Educational Administration and Supervision at Bowling Green State University in Ohio. Before beginning his doctoral studies, Dr. Ingle was employed by the Jackson County (Mississippi) School District. His research interests include human resource functions in education (teacher hiring, teacher evaluation, collective bargaining), the politics of education (diffusion of policy innovations, school levy campaigns), and economic evaluations of education programs (resource cost estimation, cost effectiveness). His research has been published in journals, including the American Educational Research Journal, American Journal of Education, Educational Administration Quarterly, Education and Urban Society, Education Finance and Policy, Educational Policy, Leadership and Policy in Schools, Midwestern Educational Researcher, Policy Studies Journal, the Journal of Educational Administration, the Journal of Education Finance, the Journal of Education Policy, Journal of Psychoeducational Assessment, and the Journal of School Leadership.

Educational Background

  • PhD, Educational Leadership and Policy, Florida State University
  • MS, Curriculum and Instruction, University of Southern Mississippi
  • BA, History, University of Southern Mississippi

Areas of Research Expertise

  • Human Resource Functions in Education
  • Politics of Education
  • Economic Evaluation of Educational Programs


  • Regression (Multiple Regression & Logistic Regression)
  • Mixed Methods
  • Qualitative Case Study

Honors and Awards

  • 2014, Most Read AERJ Article of 2014, The article entitled "How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures" (Harris, Ingle, & Rutledge, 2014) was recognized as the most popular journal article published by American Educational Research Journal in 2014, based on the number of times it was accessed online
  • 2014, Nominee, Outstanding Publication Award, "Not just accountability: A cost effectiveness analysis of third grade reading diagnostic tools"

Selected Publications

  • Ingle, W. K., Greenwell, T., & Woods*, J. (2020). Commonplace and common language: Kentucky’s district mission statements. Journal of Educational Administration, 58(3), 321-334.
  • Ingle, W. K., Marshall, J. M., & Hackmann, D. G. (2020). The leaders of leadership preparation programs: A study of program coordinators at UCEA-member institutions. Journal of Research on Leadership Education, 15(2), 120-149.
  • Herberger, G., Immekus, J., & Ingle, W. K. (2020). Exploring the implementation of a race- and socioeconomic-based student assignment plan on college readiness. Education & Urban Society, 52(3) 459–488.
  • Davis, K., Ingle, W. K., & Choi, N. (2019). Preferred teacher applicant characteristics among school leaders in twelve Kentucky rural and suburban school districts. Leadership & Policy in Schools. Available online first at
  • Ingle, W. K., & Johnson, D. (2019). Photovoices of urban educational leadership students abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(1), 74-110.
  • Immekus, J. C., & Ingle, W. K. (2019). A test and cross-validation of the factor structure of the Engagement versus Disaffection with Learning Instrument among middle school students. Journal of Psychoeducational Assessment, 37(4), 504–511.
  • Ingle, W. K., & Lindle, J. C. (2019). A policy and political history of educational supervision, in S Zepeda & J. Ponticell (Eds.) Handbook of educational supervision (pp. 17-43). Hoboken, NJ: Wiley-Blackwell.