University of Connecticut
What Districts Aim to Do: A Computational Mixed Methods Analysis of School District Strategic Plans
School districts are a distinct but long-critiqued feature of the United States educational system. Amid these critiques and increased public dissatisfaction with education, we revisit a fundamental question: What do school districts aim to do?
Beyond the Shutdown: Tracking Language Growth in Early Head Start Children Before, During, and After COVID-19
Understanding early language outcomes for low-income children in the wake of the COVID-19 pandemic is an important concern for researchers, policymakers, and educators. We examined language environments and language development among infants and toddlers in Early Head Start from pre-COVID,… more →
Education Governance and Race: An Analysis of School Board Discourse Using Large Language Models
Despite growing attention to school boards, it is unclear whether they primarily operate as bureaucratic forums, policy-making bodies, or arenas for contentious debate—particularly on issues of race. Recent controversies suggest increasing public engagement and conflict, but little evidence… more →
Bureaucracy and Burden: Understanding Take-up of a Need-Based Financial Aid Program
Social welfare programs, including college financial aid, often only reach a fraction of eligible beneficiaries. We examine this problem through the lens of Michigan’s Tuition Incentive Program (TIP), a state need-based grant aid program. We conduct a large-scale mixed-methods study using data… more →
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement: A Meta-Analysis of Classroom-Based Studies
The importance of providing children with more robust opportunities to access high-quality science instruction is a widely recognized challenge. Unfortunately, science instruction is often neglected in the earliest school grades, meaning that many young children face opportunity gaps to learning… more →
A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs – particularly how these interventions affect teachers themselves, and the extent to which teacherlevel… more →
Weighing Risks: How Families of Disabled Children Made School Choices During the Pandemic
In this paper, we show how positionality shapes caregivers’ decisions about children’s schooling, by expanding on research on Black families’ educational decision-making (Cooper, 2025; Posey-Maddox et al., 2021) to examine the positions from which families of disabled and multiply-marginalized… more →
A Framework for Evaluating and Reforming School Vouchers
Following the 2002 work of economist Henry Levin, who laid out a framework for evaluating school vouchers, we provide an updated framework involving four major goals: equity, effiency, accountability and democratic goals. We review what is known from recent research around these four major areas… more →
Addressing Threats to Validity in Supervised Machine Learning: A Framework and Best Practices for Education Researchers
Given the rapid adoption of machine learning methods by education researchers, and growing acknowledgement of their inherent risks, there is an urgent need for tailored methodological guidance on how to improve and evaluate the validity of inferences drawn from these methods. Drawing upon an… more →
Structured Reporting Guidelines for Classroom Intervention Research
Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field’s ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention… more →
Taking Teacher Evaluation to Scale: The Effect of State Reforms on Achievement and Attainment
Federal incentives and requirements under the Obama administration spurred states to adopt major reforms to their teacher evaluation systems. We examine the effects of these reforms on student achievement and attainment at a national scale by exploiting their staggered implementation across… more →
An Investigation of Head Start Preschool Children’s Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic
The COVID-19 pandemic’s impact on preschool children’s school readiness skills remains understudied. This research investigates Head Start preschool children’s early numeracy, literacy, and executive function outcomes during a pandemic-affected school year.
How Much Teacher Is in Teacher Rating Scales?
Teacher rating scales (TRS) are often used to make service eligibility decisions for exceptional learners. Although TRS are regularly used to identify student exceptionalism either as part of an informal nomination process or through behavioral rating scales, there is little research documenting… more →
Humanizing Policy Implementation in Higher Education Through an Equity-Centered Approach
With an urgency to leverage existing and emerging policy reforms to improve student outcomes by centering educational equity, this manuscript explores the critical role of policy implementation in higher education–specifically in community colleges. In doing so, we explore historical and… more →
Impacts of Publicly Funded Health Insurance for Adults on Children’s Academic Achievement
Publicly funded adult health insurance through the Affordable Care Act (ACA) has had positive effects on low-income adults. We examine whether the ACA’s Medicaid expansions influenced child development and family functioning in low-income households. We use a difference-in-differences framework… more →
The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis
We present results from a meta-analysis of 37 contemporary experimental and quasi-experimental studies of summer programs in mathematics for children in Grades pre-K-12, examining what resources and characteristics predict stronger student achievement. Children who participated in summer programs… more →
Navigating Remote Delivery of Assessments for Head Start Children During the COVID-19 Pandemic
Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing COVID-19 pandemic. Despite the importance of understanding young children’s learning and development during the COVID emergency, limited knowledge exists on… more →
A Meta-Analysis of the Experimental Evidence Linking STEM Classroom Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
Despite growing evidence that classroom interventions in science, technology, engineering, and mathematics (STEM) can increase student achievement, there is little evidence regarding how these interventions affect teachers themselves and whether these changes predict student learning.
The Role of State Education Regulation: Evidence from the Texas Districts of Innovation Statute
Traditional public schools in the United States must comply with a variety of regulations on educational inputs like teacher certification, maximum class sizes, and restrictions on staff contracts. Absent regulations, policymakers fear that troubled districts would make inappropriate decisions… more →
School District Revenue Shocks, Resource Allocations, and Student Achievement: Evidence from the Universe of U.S. Wind Energy Installations
We examine the impact of wind energy installation on school district finances and student achievement using data on the timing, location, and capacity of the universe of U.S. installations from 1995 through 2017. Wind energy installation substantially increased district revenues, causing large… more →