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Kids in Limbo: War, Uncertainty, and the School Experiences of Ukrainian Refugee Students in Poland

Iwona B. Franczak, Amy C. Lutz

“Kids in Limbo: War, Uncertainty, and the School Experiences of Ukrainian Refugee Students in Poland,” co-authored by Amy Lutz, associate professor of sociology, and Ph.D. student Iwona B. Franczak, was published in Sociological Forum.

September 23, 2024

See related: Conflict, Education, Europe, Refugees

Earnings and Employment Patterns Following Child-Care Subsidy Receipt

W. Clay Fannin, Colleen Heflin, Taryn Morrissey
“Earnings and Employment Patterns Following Child-Care Subsidy Receipt,” co-authored by Colleen Heflin, professor of public administration and international affairs, and Ph.D. student W. Clay Fannin, was published in Social Service Review.
July 1, 2024

Training future professors in public budgeting, finance, and financial management: The Inter-University Consortium for PhD courses

Yilin Hou, Philip Joyce, Kurt Thurmaier, Katherine Willoughby

“Training future professors in public budgeting, finance, and financial management: The Inter-University Consortium for PhD courses,” co-authored by Yilin Hou, professor of public administration and international affairs, was published in the Journal of Public Affairs Education.

November 10, 2023

See related: Education, United States

Beyond the “Model Minority” Mirage: How Does Positive Bias Affect Asian Students and Other Students of Color?

Ying Shi and Maria Zhu

New research from CPR Associates on the “model minority” stereotype finds that teachers rate Asian students’ academic skills more favorably than White students. In addition, teachers respond to the presence of any Asian student in the classroom by widening Black-White and Hispanic-White assessment gaps.

July 5, 2023

Affirmative Action is a Successful Policy for Diversity in College Graduation

Amy Lutz, Pamela R. Bennett, and Rebecca Wang

Affirmative action is an effective race-conscious admissions policy that facilitates the socioeconomic achievement of Black and Latino students. Using data from 750 schools, this study finds that Black and Latino students are more likely to graduate from selective colleges than White students with similar socioeconomic backgrounds and educational experiences.

June 7, 2023

Children in Economically Disadvantaged Households Have Lower Early Literacy Skills than their Higher-Income Peers

Michah W. Rothbart, Colleen Heflin, and Gabriella Alphonso

Children in low-income families who participate in food and income support programs (such as SNAP and TANF) have lower literacy skills in kindergarten than those who do not participate in these programs. 

March 23, 2023

“Model Minorities” in the Classroom? Positive Evaluation Bias Towards Asian Students and Its Consequences

Ying Shi, Maria Zhu

"'Model minorities'" in the classroom? Positive evaluation bias towards Asian students and its consequences," co-authored by Ying Shi, assistant professor of public administration and international affairs, and Maria Zhu, assistant professor of economics, was published in the Journal of Public Economics.

March 3, 2023

Inequality in Literacy Skills at Kindergarten Entry at the Intersections of Social Programs and Race

Michah Rothbart, Colleen Heflin

"Inequality in Literacy Skills at Kindergarten Entry at the Intersections of Social Programs and Race," co-authored by public administration and international affairs professors Michah Rothbart and Colleen Heflin, was published in Children and Youth Services Review.

February 1, 2023

Academic Apartheid: Race and the Criminalization of Failure in an American Suburb

Sean J. Drake

In his new book, "Academic Apartheid: Race and the Criminalization of Failure in an American Suburb" (University of California Press, 2022), Sean J. Drake looks at how race and class intersect, contributing to educational inequality and modern school segregation. 

February 25, 2022

What Makes a Classmate a Peer? Examining Which Peers Matter in NYC Elementary Schools

William C. Horrace, Hyunseok Jung, Jonathan L. Presler, Amy Ellen Schwartz*
February 16, 2022

The impact of pork-barrel capital funding in schools: Evidence from participatory budgeting in NYC

Michah W. Rothbart, David J. Schwegman, Iuliia Shybalkina
Michah Rothbart examines the impact of pork-barrel capital funding in New York City schools in a study published in Public Budgeting & Finance.
December 16, 2021

See related: Economic Policy

Using Pupil Transportation Data to Explore Educational Inequities and Outcomes: A Case Study from New York City

Sarah Cordes, Samantha Trajkovski, Christopher Rick, Meryle Weinstein, and Amy Ellen Schwartz
This article explores how researchers can use pupil transportation data to explore key questions about the role of transportation in educational access and equity, such as how students get to school and the effect of transportation on student outcomes.
December 1, 2021

Limited contracts, limited quality? effects of adjunct instructors on student outcomes

Maria Zhu
In an article published in Economics of Education Review, Assistant Professor of Economics Maria Zhu examines the effects of adjunct professors on student outcomes.
December 1, 2021

Limited Contracts, Limited Quality? Effects of Adjunct Instructors on Student Outcomes in Higher Education

Maria Zhu
Zhu paper on the effects of adjunct instructors on student outcomes published in Econ of Edu Review
October 22, 2021

Equal Time for Equal Crime? Racial Bias in School Discipline

Ying Shi & Maria Zhu
August 4, 2021

See related: Education

The Effects of Special Education on the Academic Performance of Students with Learning Disabilities

Amy Ellen Schwartz, Bryant Gregory Hopkins & Leanna Stiefel
January 22, 2021

See related: Education

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Center for Policy Research
426 Eggers Hall