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Katharine O. Strunk
Does Charter School Autonomy Improve Matching of Teacher Attributes with Student Needs?
Topics: MethodsTags: Charter schoolsWe examine the efficiency of traditional school districts versus charter schools in providing students with teachers who meet their demographic and education needs. Using panel data from the state of Michigan, we estimate the relationship between enrollment of Black, Hispanic, special education… more →
School Turnaround in a Pandemic: An Examination of the Outsized Implications of COVID-19 for Low-Performing Schools and Their Communities
Topics: Families and CommunitiesTags: Covid-19 recoveryTurnaround schools and districts that were charged with making rapid and dramatic improvements before the COVID-19 pandemic struck faced considerable challenges carrying out improvement efforts during pandemic schooling. Using survey and administrative data collected during the pandemic, we… more →
Should I Stay or Should I Go (Later)? Teacher Intentions and Turnover in Low-Performing Schools and Districts Before and During the COVID-19 Pandemic
Topics: Teacher and Leader DevelopmentTeacher turnover is a perennial concern that became more salient during the COVID-19 pandemic as teacher-reported intentions to leave teaching escalated. The extent to which these teacher reports may translate into actual turnover remains an open question—especially given the pandemic context.… more →
All States Close but Red Districts Reopen: The Politics of In-Person Schooling during the COVID-19 Pandemic
Topics: Policy, Politics, and GovernanceThe COVID-19 pandemic created enormous challenges for public education. We assess the role of political factors and public health in state and local education decisions, especially the continuation of learning during COVID-19. Using an original dataset of state education policies since the start… more →