Publications
Estimating eviction prevalence across the United States (with Ashley Gromis, Ian Fellows, James R. Hendrickson, Lillian Leung, Adam Porton, and Matthew Desmond). Proceedings of the National Academy of the United States of America. 119, no. 2 (2022)
Eviction Prevalence and Spatial Variation Within the Houston Independent School District (with Peter Hepburn, Olivia Jin, and Matthew Desmond). Houston Education Research Consortium Research Brief (2021)
Eviction Prevalence and Spatial Variation Within the Houston Independent School District (with Peter Hepburn, Olivia Jin, and Matthew Desmond). Houston Education Research Consortium Research Brief (2021)
Working Papers
Role Models Revisited: HBCUs, Same-Race Teacher Effects, and Black Student Achievement (Latest Draft: August 15, 2022)
Abstract This paper presents the first analysis of teacher effects for Historically Black College and University (HBCU) graduates. Using multiple estimators that leverage within-student variation in teacher assignment in North Carolina elementary schools, I find Black students score higher on end-of-grade math exams when assigned to an HBCU-trained teacher. Both Black and White HBCU-trained teachers are more effective with Black students than their same-race, non-HBCU peers are. Suggestive evidence indicates students with HBCU-trained teachers benefit from lower suspension rates, particularly Black boys. Effects are unexplained by differences in observable teacher characteristics; I argue they are at least partly the result of differential teacher education practices between colleges.
Abstract This paper presents the first analysis of teacher effects for Historically Black College and University (HBCU) graduates. Using multiple estimators that leverage within-student variation in teacher assignment in North Carolina elementary schools, I find Black students score higher on end-of-grade math exams when assigned to an HBCU-trained teacher. Both Black and White HBCU-trained teachers are more effective with Black students than their same-race, non-HBCU peers are. Suggestive evidence indicates students with HBCU-trained teachers benefit from lower suspension rates, particularly Black boys. Effects are unexplained by differences in observable teacher characteristics; I argue they are at least partly the result of differential teacher education practices between colleges.
Works in Progress
Here Today, Gone Tomorrow: Black Teacher Labor Markets and the Economic Consequences of School Desegregation
Norms, Gender Composition, and College Major Choice: Evidence from Shifts to Coeducational Colleges
Norms, Gender Composition, and College Major Choice: Evidence from Shifts to Coeducational Colleges