Highlighted Publications




 

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

Wheldon, Tallapragada, and Thompson (2025) examine whether political ideology is associated with trust in scientists as sources of cancer information in the United States. They analyze cross-sectional data from the 2024 Health Information National Trends Survey, a nationally representative survey of U.S. adults. They find that overall trust in scientists is high (86%), but it declines as respondents become more politically conservative. Each one-point shift toward conservatis

Blazar et al. (2026) examine whether access to Maryland’s Teacher Academy (TAM) increases entry into teaching. They ask if a high school “grow-your-own” pathway affects students’ later education, careers, and earnings. They use statewide administrative data linking K–12 records, college enrollment and degrees, teacher employment, and unemployment insurance wages. They find that TAM exposure increased the probability of becoming a teacher by 0.6 percentage points, a 45% rise o