Highlighted Publications




 

Lawson and Sass (2026) study how teachers’ effectiveness changed when schools shifted from in-person to remote instruction. They ask whether the move to online learning altered relative teacher performance and which teacher traits predicted success. They analyze matched student–teacher administrative data from three large metro-Atlanta districts, using fall-to-winter math and reading test score growth for grades K–8. They find that variation in teacher effectiveness increased

Lin et al. (2026) examine whether state-level flavored e-cigarette sales bans are associated with changes in e-cigarette initiation. They ask if living in a state with a comprehensive flavor ban reduces the likelihood that never-users begin using e-cigarettes. They analyze data from Waves 4–7 of the Population Assessment of Tobacco and Health (PATH) Study (2017–2023), focusing on adolescents, young adults, and adults who had never used e-cigarettes at baseline. They find that

Singh, Zhou, Curtis, Maher, and Dumuid (2026) examined how after-school social media use is associated with adolescent well-being across development. They asked whether the relationship is nonlinear and whether it differs by age and sex. The study analyzed data from the South Australian Wellbeing and Engagement Collection, including 100,991 students (173,533 observations) from grades 4–12 between 2020 and 2022. They found a U-shaped pattern: moderate users generally showed th

Landon and Pope (2026) study whether changing how schools schedule instructional time—specifically longer school days paired with fewer school days—affects student achievement and teacher turnover  . They ask whether reallocating the same total annual instructional hours alters productivity. Using administrative data from over 2 million Los Angeles Unified School District students (2002–2012) and policy-driven calendar changes, they estimate causal effects. They find minimal