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
Which Match Matters? HBCUs, Same-Race Teacher Effects, and Black Student Achievement (Latest Draft: July 2024)
Abstract In many settings, researchers study racial concordance effects on economic and social outcomes. This paper presents new evidence on potential channels underlying racial match effects by studying the impacts of teachers trained at Historically Black Colleges and Universities (HBCUs) on Black student outcomes. Using data from North Carolina elementary schools, I find Black students score higher on end-of-grade math exams, and are less likely to be suspended, when
assigned to an HBCU-trained teacher. I show that both Black and White HBCU-trained teachers are more effective with Black students than their same-race,
non-HBCU peers are. Results are consistent with HBCU effects stemming from different teacher education practices across colleges. Together, this work implies a role for training and learning in affecting outcomes beyond racial (mis)match.
Abstract In many settings, researchers study racial concordance effects on economic and social outcomes. This paper presents new evidence on potential channels underlying racial match effects by studying the impacts of teachers trained at Historically Black Colleges and Universities (HBCUs) on Black student outcomes. Using data from North Carolina elementary schools, I find Black students score higher on end-of-grade math exams, and are less likely to be suspended, when
assigned to an HBCU-trained teacher. I show that both Black and White HBCU-trained teachers are more effective with Black students than their same-race,
non-HBCU peers are. Results are consistent with HBCU effects stemming from different teacher education practices across colleges. Together, this work implies a role for training and learning in affecting outcomes beyond racial (mis)match.
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