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: January 2026)
Abstract Researchers study racial concordance effects in many settings, but why matching matters remains unclear. I test channels by studying the impacts of teachers trained at Historically Black Colleges and Universities (HBCUs) on Black student outcomes in North Carolina elementary schools. Assigning an HBCU-trained teacher raises Black students’ end-of-grade math exam scores and reduces suspensions. Both Black and White HBCU-trained teachers outperform same-race, non-HBCU peers, indicating race-independent gains. Results are consistent with treatment effects -- different teacher education practices -- rather than selection into HBCUs. Together, this work implies a role for training and learning in affecting outcomes beyond racial (mis)match.
Abstract Researchers study racial concordance effects in many settings, but why matching matters remains unclear. I test channels by studying the impacts of teachers trained at Historically Black Colleges and Universities (HBCUs) on Black student outcomes in North Carolina elementary schools. Assigning an HBCU-trained teacher raises Black students’ end-of-grade math exam scores and reduces suspensions. Both Black and White HBCU-trained teachers outperform same-race, non-HBCU peers, indicating race-independent gains. Results are consistent with treatment effects -- different teacher education practices -- rather than selection into HBCUs. 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
Paradise or Parasite? College Proximity and Local Educational Inequality
Paradise or Parasite? College Proximity and Local Educational Inequality