Douglas Harris is Professor and Chair of the Department of Economics, the Schlieder Foundation Chair in Public Education, Director of the Education Research Alliance for New Orleans (ERA-New Orleans), and Director of the National Center for Research on Education Access and Choice (REACH), all at Tulane University. His research has influenced policy and practice on test-based accountability for teachers and schools, value-added measures, charter schools and market-based reforms, and college financial aid and access programs. At ERA-New Orleans, he is studying the city’s unprecedented almost-all-charter system. The new REACH center, funded through $10 million from the USDOE Institute of Education Sciences (IES), is taking this work to a national scale and covering a broader array of school choice policies. He is a non-resident Senior Fellow at the Brookings Institution, which recently released result from his IES-funded randomized trial of a “promise scholarship,” or free college, program in Milwaukee. Value-Added Measures in Education (Harvard Education Press, 2011), his first book, was nominated for the national Grawemeyer prize in education and praised by national leaders across the political spectrum, including Randi Weingarten and Bill Gates. He work has been published in top journals in a variety of fields, including the Journal of Public Economics, Journal of Policy Analysis and Management, Economics of Education Review, American Sociological Review, and the general interest journal, Science. He advised has advised governors in six states, testified in the U.S. Senate, and advised the U.S. Department of Education and Obama White House on multiple education policies. His work is also widely cited in national media, including CNN, MSNBC, NPR, The New York Times, the Washington Post, National Journal, and The Wall Street Journal and commentators such as David Brooks and Malcolm Gladwell.
Douglas Harris
EdWorkingPapers
How Free Market Logic Fails in Schooling— and What It Means for the Role of Government
Market-based policies, especially school vouchers, are expanding rapidly and shifting students out of traditional public schools. This essay broadens, deepens, and updates prior critiques of the free market logic in five ways. First, while prior articles have pointed to some of the conditions… more →
How Do Charter Schools Affect System-Level Test Scores and Graduation Rates? A National Analysis
We study the combined effects of charter schools, and their various mechanisms, on a national level and across multiple outcomes. Using difference-in-differences and fixed effects methods, we find that charter entry (above 10 percent market share) increases high school graduation rate in… more →
How America’s Schools Responded to the COVID Crisis
COVID-19 has forced essentially all schools in the country to close their doors to inperson activities. In this study, we provide new evidence about variation in school responses across school types. We focus on five main constructs of school activity during COVID-19: personalization and… more →
Is the Rise of High School Graduation Rates Real? High-Stakes School Accountability and Strategic Behavior
High school graduation rates have increased dramatically in the past two decades. Some skepticism has arisen, however, because of the confluence of the graduation rise and the starts of high-stakes accountability for graduation rates with No Child Left Behind (NCLB). In this study we provide… more →