K-12 Education
Why Are Bureaucrats More Left-Wing?
Government employees often have policy beliefs that do not reflect those of the public. Civil servants are frequently more supportive of redistribution, which critics attribute to a state that socializes employees to be self-interested. But left-leaning citizens may instead self-select into… more →
Career and Technical Education as a Strategy to Improve Long-term Outcomes for English Language Learners
Career and Technical Education (CTE) has emerged as a strategy to enhance college and labor market outcomes for all students, yet little is known about its implications for multilingual students classified as English Learners (ML-ELs). Using longitudinal data from Massachusetts, this study… more →
Compounded Disadvantage: Intersectional Inequities in Chronic Absenteeism Prevalence and Recovery During the COVID-19 Era
This study applies an intersectional lens to examine how chronic absenteeism evolved across intersecting dimensions of race, gender, economic disadvantage, disability status, and housing instability before, during, and after the COVID-19 pandemic using statewide, administrative data from Georgia… more →
Boosting Dual Enrollment Participation by Simplifying Access for High School Students
Despite the promise of dual enrollment to expand college access, racial disparities in participation persist, and limited research examines policies designed to reduce access barriers. Using statewide student-level data from 2013–14 to 2021–22 and difference-in-differences approaches, I estimate… more →
Quantifying the Double Advantage: A Multilevel Bayesian Analysis of Same-Race (Black) Teacher Matching on Literacy and Promotion
A growing body of research has highlighted the positive impact of Black teachers on the academic outcomes of Black students. This experimental study contributes to that literature by examining the relationship between teacher–student race matching and the likelihood of grade retention for third-… more →
Property Tax Salience and Public Good Investment: Evidence from School Bond Elections
In 2019, Texas passed legislation requiring that the ballot text for all school bond referenda include the phrase “THIS IS A PROPERTY TAX INCREASE,” highlighting property taxes as their primary funding mechanism. Evaluating the impact of this policy change on voter behavior in a difference-in-… more →
Identifying Effective Attendance Strategies in Michigan
Chronic absenteeism remains a persistent challenge in Michigan and across the country in the years following the COVID-19 pandemic (Singer, 2024). While schools have expanded their efforts to improve attendance—implementing a wide range of practices, systems, and supports (Singer & Lenhoff,… more →
From Pilot to Policy: Experimental Evidence from Scaling Online Tutoring
We study a randomized controlled trial of an online mathematics tutoring program scaled from a successful pilot and implemented entirely by regional education authorities in Spain, using interim public-school teachers rather than specially recruited tutors. Assignment to tutoring increased end-… more →
The Impact of Statewide Virtual Charter Schools on District Segregation
Enrollment patterns in K-12 online (“virtual”) charter schools have the potential to influence segregation in traditional brick-and-mortar public schools. Yet, research has largely ignored how online schooling options impact racial segregation and poverty concentration within district schools.… more →
Sensemaking in the Program Stream: How Local Leaders Re-purposed the “ALL In Virginia” Policy
School and district leaders are challenged to comprehend and translate policy into practice, a process shaped by cognitive, social, and political dynamics. This study offers a conceptual analysis of Virginia's post-COVID-19 “ALL In” policy, which directed nearly half a billion dollars… more →
The Fall of Accountability: Federal Education Politics in an Era of Polarization and Regime Decay
Twenty-five years ago, the United States was on the cusp of a major expansion of the federal government’s role in K-12 education policy. The No Child Left Behind legislation passed with bipartisan support and established standards and accountability as strategies to improve education. Until… more →
Effects of Dual-Language Immersion on Attendance and Reclassification in a Large Urban District
Dual-language immersion (DLI) programs have proliferated across the United States, yet evidence on their effects for English Learner-designated (EL) students in large, diverse urban districts remains limited. This study examines DLI's effects on attendance and reclassification—two outcomes that… more →
The Causal Effect of Student Absences Post Pandemic: Evidence from Three School Systems
Researchers, educators, and policymakers have long worried about the consequences of student absences for educational achievement and attainment—concerns that have grown with the significant rise in absenteeism during and following the Covid-19 pandemic. Using administrative data from Maryland,… more →
Trends in Local Teacher Supply Since the COVID-19 Pandemic: Evidence from Teacher Job Applications
Recent survey evidence documents pandemic-era challenges in filling teacher vacancies and hiring from too-small applicant pools. However, direct evidence quantifying changes in teacher supply since the onset of the pandemic is scarce. Using longitudinal teacher job application data from a large… more →
Embrace, Contradiction, or Prohibition: A National Scan of State Policies for Culturally Responsive and Sustaining Education
This qualitative document review is a national scan of state policies pertaining to culturally responsive and sustaining education (CRSE) as of September 2025. We present a typology of states—CRSE Forward, CRSE Conflicted, CRSE Limited, and CRSE Prohibitive—reflecting how CRSE is taken up in… more →
Growing Up in Disability-Dense School Districts: Long-Term Impacts of Childhood Exposure on Educational Attainment
This study examines whether growing up in a district with a higher share of people with disabilities shapes long-term educational attainment for children with and without disabilities. Using administrative data on more than 170,000 children from six Texas kindergarten cohorts (1994–1999) who… more →
Hmong but not Asian, Sāmoan but not Pacific Islander: Tracing the ECLS-K Racial Data (Mis)Classification Journey
Race is a socially and politically charged concept that remains contested in the United States. We examine racial data (mis)classification in the Early Childhood Longitudinal Studies (ECLS-K) dataset. Centering the racial data journey of Asian American, Native Hawaiian, and Pacific Islander (AA… more →
Who Leaves? Interdistrict Magnet School Openings and Enrollment Dynamics in Nearby Schools
Connecticut expanded interdistrict magnet schools (IMS) intending to reduce racial and socioeconomic segregation across districts, yet the potential unintended effects on student composition in nearby schools remains unclear. Leveraging the staggered rollout of IMS openings, this study finds… more →
Are Rural Republicans Different When It Comes to Public Opinion on Education Policy?
Conservative education policy in the United States increasingly emphasizes school choice, decentralization, and parental authority. This chapter examines whether these priorities resonate equally across geographic contexts, focusing specifically on rural Republicans. Using data from the 2015–… more →
Principal Effects on Teacher Working Conditions
Research on school principals highlights their role in shaping teachers’ work environments, but most evidence is qualitative or correlational. We provide plausibly causal estimates of how principals affect a wide range of teacher working conditions using data from Illinois, where the State Board… more →