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Featured Faculty Research

School Districts Still Struggled in Year Three of the Pandemic
Research by student Melissa Kay Diliberti and Professor Heather Schwartz found that 90 percent of school districts changed operations in 2021–2022 because of teacher shortages. They increased substitute teacher pay and their number of staff above prepandemic levels. They also struggled with political polarization around critical race theory, student and staff mental health, and student learning loss.
Anti-Bias Education in U.S. Public Schools
Teaching students explicitly about issues of identity, diversity, equity, and bias can lead to positive outcomes. Ashley Woo (cohort '18), Prof. Julia Kaufman, and RAND colleagues found that nearly three in four K–12 teachers reported that they provide such anti-bias instruction, but more than half said that their school's or district's curriculum materials did not adequately address anti-bias topics.
Challenges That May Be Getting in the Way of Student Learning
Melissa Diliberti (cohort '19) and Prof. Heather Schwartz found that, as of November 2021, school district leaders' top three concerns were the mental health of students, teachers, and principals. And 74 percent of them said that political polarization about COVID-19 safety or vaccines was interfering with their ability to educate students.
Early Childhood Programs Can Improve Outcomes and Outweigh Costs
Students Ashley Muchow (cohort '13) and Maya Buenaventura (cohort '14) worked with professors Jill Cannon, Lynne Karoly, and Rebecca Kilburn to review 115 early childhood interventions — including preschool, home visiting, parent education, and other approaches. They found that most programs have favorable effects on at least one child outcome, and most of the programs with benefit–cost analyses show positive returns.
Just Right: Combatting Childhood Obesity Through Portion Size
Single-serving guidelines can help kids avoid eating too much when eating out. Student Cameron Wright (cohort '12) and professor Deborah Cohen created this infographic summarizing right-sized portions for kids.
Intensive Partnerships for Effective Teaching: Interim Report on Student Outcomes
Through 2013-2014, the Bill & Melinda Gates Foundation's Intensive Partnerships for Effective Teaching initiative had a limited impact. But the recent upward trajectory in student outcomes suggests that reforms implemented as part of the study might be on the way to having a positive effect, according to research by Gabriel Weinberger (cohort '13) and professor Italo Gutierrez.
How Effective Are Military Academy Admission Standards?
Rigorous analyses by Susan Burkhauser and Mustafa Oguz (both cohort '09) of the selection processes for the U.S. Air Force Academy and the U.S. Military Academy at West Point show that the academies' processes predict students' future success as officers.
The Effect of Attending Full-Day Kindergarten on English Learner Students
Research by alum Alison Jacknowitz (cohort '99) and Prof. Jill Cannon published in the Journal of Policy Analysis and Management finds that English learners in Los Angeles benefitted from full-day kindergarten for reading and retention outcomes.
Advancing the Careers of Military Spouses
Military spouses face challenges related to military life that can make it difficult for them to maintain and develop careers. The My Career Advancement Account (MyCAA) scholarship is one program designed to help them, but only one in five eligible spouses reported using it, according to research by Pardee RAND student Sarah Evans (cohort '12) and professor Esther Friedman.
Identifying an Adequate Technology Infrastructure for Early Childhood Education
Infrastructure (devices, software, and connectivity) should support technology's potential to improve learning and build digital literacy among young kids. But Pardee RAND alum Lindsay Daugherty (cohort '05), student Cameron Wright (cohort '12), and professor Rafiq Dossani show that many factors make “adequate infrastructure” a moving target, such as the myriad of choices on the market.
Moving Beyond Screen Time: Appropriate Technology Use for Young Children
Appropriate technology use by young kids has traditionally focused on a single, blunt measure: “screen time.” But technology and patterns of use have changed, write Pardee RAND alum Lindsay Daugerty (cohort '05), student Cameron Wright (cohort '12), and professor Rafiq Dossani. A more comprehensive definition should also consider what technology and content kids use, how they use it, and why.
Identifying Goals for Technology Use in Early Childhood Education
Technology use among young children is increasingly a fact of life. Establishing a clear set of goals that are broadly accepted by stakeholders is critical to planning for the successful integration of technology into early childhood education, according to research by Pardee RAND alum Lindsay Daugherty (cohort '05), student Cameron Wright (cohort '12), and professor Rafiq Dossani.