Peer-Reviewed Journal Articles
“College Comes to High School: Participation and Performance in Tennessee’s Innovative Wave of Dual-Credit Courses” (2022). Educational Evaluation and Policy Analysis, 44(2), 313-341. Co-author: Tom Swiderski
“School Segregation in the Era of Color-Blind Jurisprudence and School Choice” (forthcoming). Urban Affairs Review. Co-authors: Charles T. Clotfelter, Helen F. Ladd, & Mavzuna Turaeva.
“Do Teacher Assistants Improve Student Outcomes? Evidence from School Funding Cutbacks in North Carolina” (2021). Educational Evaluation and Policy Analysis, 43(2), 280-304. Co-authors: Helen F. Ladd & Calen R. Clifton
“Why is Math Cheaper than English? Understanding Cost Differences in Higher Education” (2021). Journal of Labor Economics, 39(2), 397-435. Co-authors: Kevin M. Stange, Fernando Furquim, Andrew Simon, & John E. Sawyer
“Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee” (2020). Journal of Policy Analysis and Management, 9(3), 686-719. Co-authors: Nathaniel L. Schwartz & Susan M. Dynarski
“Math Acceleration in Elementary School: Access and Effects on Student Outcomes” (2020). Economics of Education Review, 74, 1-21. Co-author: Matthew A. Lenard
“How Does an Accountability Program that Targets Achievement Gaps Affect Student Performance?” (2020). Education Finance and Policy, 15(1), 45-74. Co-author: Brian A. Jacob
“Building Bridges to Life after High School: Contemporary Career Academies and Student Outcomes” (2019). Economics of Education Review, 68, 161-178. Co-authors: Matthew A. Lenard & Colleen G. Paeplow
“Raising the Bar for College Admission: North Carolina’s Increase in Minimum Math Course Requirements” (2019). Education Finance and Policy, 14(3), 492-521. Co-authors: Charles T. Clotfelter & Helen F. Ladd
“Multifaceted Aid for Low-Income Students and College Outcomes: Evidence from North Carolina” (2018). Economic Inquiry, 56(1), 278-303. Co-authors: Charles T. Clotfelter & Helen F. Ladd
“School Entry, Compulsory Schooling, and Human Capital Accumulation: Evidence from Michigan” (2016). The B.E. Journal of Economic Analysis & Policy, 16(4), 1-29. Co-author: Rachel B. Rosen
“The Changing Landscape of Tuition and Enrollment in American Public Higher Education” (2016). RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(1), 42-68. Co-author: Dave E. Marcotte
“Marginal Pricing and Student Investment in Higher Education” (2016). Journal of Policy Analysis and Management, 35(2), 441-471. Co-author: Kevin M. Stange
“The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes” (2015). Educational Evaluation and Policy Analysis, 37(1S), 53S-79S. Co-authors: Susan M. Dynarski & Joshua M. Hyman
“Elementary School Interventions: Experimental Evidence on Postsecondary Outcomes.” (2013). Educational Evaluation and Policy Analysis, 35(4), 413-436. Co-authors: Kimberly B. Roth & William W. Eaton
“High School Exit Exams and Dropout in an Era of Increased Accountability.” (2013). Journal of Policy Analysis and Management, 32(2), 323-349. Co-author: Dave E. Marcotte
“The Impact of Tuition Increases on Enrollment at Public Colleges and Universities.” (2011). Educational Evaluation and Policy Analysis, 33(4), 435-457. Co-author: Dave E. Marcotte
“Performance Effects of Failure to Make Adequate Yearly Progress (AYP): Evidence from a Regression Discontinuity Framework.” (2011). Economics of Education Review, 30(4), 702-723.
“The College Double Major and Subsequent Earnings.” (2010). Education Economics, 18(2), 167-189.
“Unscheduled Closures and Student Performance.” (2008). Education Finance and Policy, 3(3), 316-338. Co-author: Dave E. Marcotte
Policy Reports and Briefs
Teacher assistants are needed—now more than ever (2021). Brookings Institution, Brown Center Chalkboard: Washington, DC. Co-authors: Helen F. Ladd and Calen R. Clifton
Why the move to online instruction won’t reduce college costs (2020). Brookings Institution, Brown Center Chalkboard: Washington, DC. Co-author: Kevin M. Stange
Career Academies and the Resurgence of Career and Technical Education in the United States (2018). National Center for Analysis of Longitudinal Data in Education Research. CALDER Policy Brief No.8-0918-1: Washington, DC. Co-author: Matthew Lenard
Building Bridges in High School and Beyond: The Impacts of Apex High School’s Academy of Information Technology on Student Outcomes (2017). Wake County Public School System; Data, Research, and Accountability Department, DRA Report No. 16.33: Cary, NC. Co-authors: Matthew Lenard and Colleen Paeplow
Impacts of International Baccalaureate’s Primary Years Program (PYP) on Student Achievement: Evidence from Michigan and North Carolina. (2015). International Baccalaureate Global Research Office: Bethesda, MD.
The Michigan Context: High School Attainment and College Enrollment Across the State. (2012). Michigan Consortium for Educational Research: Ann Arbor, MI. Co-authors: Susan M. Dynarski, Kenneth Frank, Brian A. Jacob, Rachel B. Rosen, and Barbara Schneider
Impacts of the Michigan Merit Curriculum on Student Outcomes: Preliminary Findings from the First Cohort. (2012). Michigan Consortium for Educational Research: Ann Arbor, MI. Co-authors: Susan M. Dynarski, Kenneth Frank, Brian A. Jacob, Rachel B. Rosen, and Barbara Schneider