Michal Kurlaender

Michal Kurlaender investigates students’ educational pathways, in particular K-12 and postsecondary alignment, and access to and success in higher education. She has expertise on alternative pathways to college and college readiness at both community colleges and four-year colleges and universities. In addition to working with national data, Kurlaender works closely with administrative data from all three of California’s public higher education sectors—the University of California, the California State University and the California Community College systems.

Kurlaender’s work focuses on the causes and consequences of racial/ethnic, socioeconomic, and gender inequalities through the education life course, and the impact of institutional policies and practices aimed at attenuating educational inequality.  She also studies the impact of racial and ethnic diversity on student outcomes, including mandatory and voluntary K-12 school desegregation efforts, persistent inequalities in segregated schools, and diversity in postsecondary settings. 

In 2017-18 she was a Visiting Scholar at the Russell Sage Foundation and in 2020 Professor Kurlaender was elected into the National Academy of Education.

Email: mkurlaender@ucdavis.edu

Kurlaender is a faculty co-director of Policy Analysis for California Education (PACE), the California Education Lab, and lead researcher of Wheelhouse: The Center for Community College Leadership and Research. She serves on the executive committee of the Center for Poverty and Inequality at UC Davis, is an affiliated scholar with the Student Experience Research Network (formerly the Mindset Scholars Network), and a Strategic Advisor to The Education Trust-West. 

Recent Reports & Commentaries:

COVID-19 Student Survey, California Student Aid Commission

A Leg Up on College: The Scale and Distribution of Community College Participation Among California High School Students

Here’s a way to help cut California’s college costs and help students succeed

UC Regents Should Consider All Evidence and Options in Decision on Admissions Policy

Does Career Technical Education Pay? ​

Strengthening the Road to College: California’s College Readiness Standards and Lessons from District Leaders

High Expectations Demand High Support: Strengthening College Readiness at the California State Universities

Lack of Effective State Education Data System Holds Students Back: Longitudinal System that Connects K-12 and Higher Ed could help more Students Complete College

Research Interests

Education policy; program evaluation; educational stratification and inequality; access and success in postsecondary schooling; K-12 school desegregation; economics of education; quantitative methods; sociology of education

Employment

• Chancellor’s Leadership Professor, University of California, Davis, 2022-Present

• Senior Fellow, The Spencer Foundation, 2024-Present

• Professor of Education Policy, University of California, Davis, 2016-Present

• Associate Professor of Education Policy, University of California, Davis, 2010-2016

• Assistant Professor of Education Policy, University of California, Davis, 2004-2010

• Teaching Fellow & Researcher, Harvard University Graduate School of Education, 1999-2004

• Researcher, The Civil Rights Project, Harvard University, 1997-2004

Leadership

• President, Association for Education, Finance, & Policy, 2025-2026

• Interim Associate Dean, School of Education, University of California, Davis, Spring 2024

• Department Chair, School of Education, University of California, Davis, 2019-2022

• California Gubernatorial Appointee, Education Commission of the States, 2022-Present

• Faculty Director, Policy Analysis for California Education (PACE), 2014-Present

• Founding Faculty Director, Wheelhouse: The Center for Community College Leadership & Research, 2017-Present

• Special Advisor to the Provost and Executive Vice President for Academic Affairs, University of California Office of the President, 2021-2022

Education

• Ed.D. (2005) Harvard University Graduate School of Education

• Ed.M. (1997) Harvard University Graduate School of Education

• B.A. (1995) University of California, Santa Cruz

Honors & Appointments

• National Academy of Education (Elected in 2020)

• Distinguished Scholarly Public Service Award, University of California, Davis (2021)

• Higher Education Leadership Award, California Educational Research Association (2021)

• UC Davis Faculty Leadership Academy (2019-20)

• Recognized in Celebration of 150 Years of Women at UC (2020)

• Visiting Scholar, Russell Sage Foundation (2017-2018)

• Chancellor’s Fellow, University of California, Davis (2013-2018)

• National Academy of Education/Spencer Foundation Postdoctoral Fellowship (2009-2010)

• Faculty Development Award, University of California, Davis (2007)

• National Academy of Education/Spencer Foundation Dissertation Fellowship (2004-2005)

• Dissertation Grant, American Educational Research Association (2003-2004)

• Spencer Research Training Grant, Harvard University Graduate School of Education (2001-2004)

• Spencer Research Fellowship, Harvard University Graduate School of Education (2000-2001)

• Roy Larsen Research Fellowship, Harvard University Graduate School of Education (1999-2000)

Publications*

*Student co-authors in bold

Kurlaender, M. (2026). Reflections on Equity-Focused Policy Research, Forthcoming in Review of Research in Education.

Hurtt, A., Kurlaender, M., Sun, C., Weber, K. & Zhou, B. (2026). “The Transition to College for LGBTQ+ Youth: High School Experiences and College Plans,” Forthcoming in The High School Journal.

Boochever, A. Kurlaender, M. Reed, S. (2026). “Expanding Access to Career and Technical Education Through Dual Enrollment”. Forthcoming in the Journal of Career and Technical Education, 41(1):1-26.

Carrell, S., Kurlaender, M., Martorell, P., and Sun, C. (2026). “School’s in for Summer? The Effect of Encouraging Summer Community College Enrollment.” American Economics Association, Papers and Proceedings 2026, 116: 1–5.

Carrell, S., Dykeman, K., Kurlaender, M., & Martorell, P. (2025). “College Canceled: What Happened to California’s High School Graduating Class of 2020?,” Educational Researcher.

Kurlaender, M., Cooper, S., Rodriguez, F. and Bush, E. (2024). From the Disruption of the Pandemic, a Path Forward for Community Colleges. Change: The Magazine of Higher Learning, 56(3): 29-36.

Carrell, S. and Kurlaender, M. (2023). My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. American Economic Journal: Economic Policy 15(4):113-141. National Bureau of Economic Research, Working Paper No. 27312.

Baker, R., Friedmann, E., & Kurlaender, M. (2022). Improving the Community College Transfer Pathway to the Baccalaureate: The Effect of California’s Associate Degree for Transfer. Journal of Policy Analysis and Management, 42(2): 488-524.

Reed, Sherrie; Friedmann, Elizabeth; Kurlaender, Michal; Martorell, Paco; Rury, Derek; Fuller, Ryan; Moldoff, Jessica; and Perry, Patrick (2022) “Disparate Impacts of COVID-19 Disruptions for California College Students,” Journal of Student Financial Aid: Vol. 51: Issue 1, Article 7.

Grosz, M., Kurlaender, M., & Stevens, A. (2022). Capacity and Flexibility in Community Colleges CTE Programs: Program Offerings and Student Success. Research in Higher Education, 63, 140-188. Available at EdWorking Papers, The Annenberg Institute at Brown University.

Kurlaender, M., Lusher, L., & Case, M. (2020). Is Early Start A Better Start? Evaluating California State University’s Early Start Remediation Policy. Journal of Policy Analysis and Management, 39(2): 348-375.

Blazar, D., Heller, B., Kane, T., Polikoff, M., Staiger, D., Carrell, S., Goldhaber, D., Harris, D., Hitch, R., Holden, K., & Kurlaender, M., (2020). Curriculum Reform in The Common Core Era: Evaluating Elementary Math Textbooks Across Six U.S. States. Journal of Policy Analysis and Management, 39(4): 966-1019.

Stevens, A., Kurlaender, M., & Grosz, M. (2019). Career Technical Education and Labor Market Outcomes: Evidence from California Community Colleges. Journal of Human Resources, 54 (4):986-1036.

Kurlaender, M. (September 2018). High Expectations Demand High Support: Strengthening College Readiness at the California State Universities. Education Next, September 2018.

Kurlaender, M., Carrell, S., & Jackson, J. (2016). The Promises and Pitfalls of Measuring Community College Quality. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2 (1): 174-190.

Friedmann, E., Kurlaender, M., & VanOmmeren, A. (2016). Addressing College Readiness Gaps at the College Door: Institutional Differences in Developmental, Education at California’s Community Colleges. New Directions for Community Colleges.

Jackson, J. & Kurlaender, M. (2016). K–12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California’s Early Assessment Program. American Journal of Education, 122:477-503.

Kurlaender, M., Jackson, J., Howell, J., & Grodsky, E. (2014). College Course Scarcity and Time to Degree. Economics of Education Review, 41:24-39.

Jackson, J. & Kurlaender, M. (2014). College Readiness and College Completion at Broad Access Four-Year Institutions. American Behavioral Scientist, 58(8): 947-971.

Kurlaender, M. (2014). Assessing the Promise of California’s Early Assessment Program for Community Colleges. Annals of the American Academy of Political and Social Science, 655:36-55.

Kurlaender, M. & Grodsky, E. (2013). Mismatch and the Paternalistic Justification for Selective College Admissions. Sociology of Education, 86(4): 294-310.

Kurlaender, M. & Larsen, M. (2013). K-12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-Taking and Performance at California’s Community Colleges. Education Policy Analysis Archives, 21(16): 1-24.

Kurlaender, M. & Jackson, J. (2012). Investigating Middle School Determinants of High School Achievement and Graduation in Three California School Districts. California Journal of Politics and Policy, 4(2): 1–24.

Graham, S. & Kurlaender, M. (2011). Using Propensity Scores in Educational Research: General Principles and Practical Applications. The Journal of Educational Research, 104(5): 340-353.

Howell, J., Kurlaender, M., & Grodsky, E. (2010). Postsecondary Preparation and Remediation: Examining the Effect of the Early Assessment Program at California State University. Journal of Policy Analysis and Management, 29(4): 726–748.

Reardon, S., Atteberry, A., Arshan, N., & Kurlaender, M.  (2010). Effects of Failing a High School Exit Exam on Course Taking, Achievement, Persistence, and Graduation. Educational Evaluation and Policy Analysis, 32(4): 498-520.

Long, B. T. & Kurlaender, M. (2009). Do Community Colleges Provide a Viable Pathway to Baccalaureate Degree? Educational Evaluation and Policy Analysis, 31(1):30-53.

Kurlaender, M. & Yun, J. (2007). Measuring School Racial Composition and Student Outcomes in a Multiracial Society. American Journal of Education, 113(2): 213-242.

Reardon, S., Yun, J., & Kurlaender, M. (2006). Implications of Income-Based School Assignment Policies for Racial School Segregation. Educational Evaluation and Policy Analysis, 28(1): 49-75.

Kurlaender, M. (2006). Choosing Community College: Factors Affecting Latino College Choice. New Directions for Community Colleges, 133: 7-19.

Kurlaender, M. & Yun, J. (2005). Fifty Years after Brown: New Evidence of the Impact of School Racial Composition on Student Outcomes. International Journal of Educational Policy, Research and Practice, 6(1): 51-78.

Yun, J. & Kurlaender, M. (2004). School Racial Composition and Student Educational Aspirations: A Question of Equity in a Multiracial Society. Journal of Education for Students Placed at Risk, 9(2): 143-168.

Wald, J. & Kurlaender, M. (2003). Connected in Seattle? An Exploratory Study of Student Perceptions of Discipline and Attachments to Teachers. New Directions for Youth Development: Theory, Practice and Research, 99: 35-54. (Formerly New Directions for Mental Health Services.)

Shavit, Y., Ayalon, H., & Kurlaender, M. (2002). Schooling Alternatives, Inequality, and Mobility in Israel. Schooling and Social Capital in Diverse Cultures, Research in Sociology of Education, 13: 105-124.

Kurlaender, M. & Orfield, G. (1999). In Defense of Diversity: New Research and Evidence from the University of Michigan. Equity and Excellence in Education, 32(2): 31-35.

Edited Books

Grodsky, E. & Kurlaender, M. (2010). Equal Opportunity in Higher Education: The Past and Future of California’s Proposition 209. Cambridge, MA: Harvard Education Press.

Orfield, G. with Kurlaender, M. (2001). Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, MA: Harvard Education Press.

Book Chapters

Carrell, S., & Kurlaender, M. (2019). Estimating the Productivity of Community Colleges in Paving the Road to Four-Year College Success. In Hoxby, C. & Stange, K. (Eds.): Productivity in Higher Education, National Bureau of Economic Research, The University of Chicago Press.

Kurlaender, M. & Hibel, J. (2018). Students’ Educational Pathways: Aspirations, Decisions, and Constrained Choices Along the Education Life course. Sociology of Education in the 21^st Century, Barbara Schneider and Guan Saw (Eds.).

Kurlaender, M., Friedmann, E., & Chang, T. (2015). Access and Diversity at the University of California in the Post-Affirmative Action Era. In U. Jayakumar, L. Garces, & F. Hernandez (Eds.), Affirmative Action and Racial Equity: Considering the Fisher Case to Forge the Path Ahead. Routledge Press.

Kurlaender, M., Howell, J., & Jackson, J. (2015) Improving Collegiate Outcomes at Broad-Access Institutions: Lessons for Research and Practice. In M. L. Stevens & M. W. Kirst (Eds.), Remaking College: The Changing Ecology of Higher Education. Stanford University Press.

Grodsky, E. & Kurlaender, M. (2010). The Demography of Higher Education in the Wake of Affirmative Action. Pp. 33-58 in E. Grodsky & M. Kurlaender (Eds.), Equal Opportunity in Higher Education: The Past and Future of California’s Proposition 209. Cambridge, MA: Harvard Ed Press.

Kurlaender, M. & Grodsky, E. (2010). Toward Equal Opportunity in Higher Education. Pp. 217-226 in E. Grodsky & M. Kurlaender (Eds.), Equal Opportunity in Higher Education: The Past and Future of California’s Proposition 209. Cambridge, MA: Harvard Education Press.

Edley, C., Henderson, A., Kurlaender, M., & Grodsky, E. (2010). Proposition 209 and the National Debate on Affirmative Action. Pp. 1-10 in E. Grodsky & M. Kurlaender (Eds.), Equal Opportunity in Higher Education: The Past and Future of California’s Proposition 209. Cambridge, MA: Harvard Education Press.

Horn, C. & Kurlaender, M. (2008). The End of Keyes: Resegregation Trends and Achievement in Denver Public Schools. Pp. 221-238 in C. E. Smrekar & E. B. Goldring (Eds.), From the Courtroom to the Classroom: The Shifting Landscape of School Desegregation. Cambridge, MA: Harvard Education Press.

Kurlaender, M. & Felts, E. (2008). Bakke Beyond College Access: Investigating Racial/Ethnic

Differences in College Completion. Pp. 110-141 in P. Marin & C. Horn (Eds.), Realizing Bakke’s Legacy: Affirmative Action, Equal Opportunity, and Access to Higher Education. Sterling, VA: Stylus.

Kurlaender, M. & Flores, S. (2005). The Racial Transformation of Higher Education. Pp. 11-32 in G. Orfield, P. Marin, & C. Horn (Eds.), Higher Education and the Color Line. Cambridge, MA: Harvard Education Press.

Ma, J. & Kurlaender, M. (2005). The Future of Race-Conscious Policies in K-12 Public Schools: Support from Recent Legal Opinions and Social Science Research. Pp. 239-260 in Orfield, G., Boger, J., Edley, C. and High, R. (Eds.) Resegregation of the American South.Chapel Hill, NC: University of North Carolina Press.

Kurlaender, M. & Yun, J. (2001). Is Diversity a Compelling Educational Interest: Evidence from Metropolitan Louisville. Pp. 111-141 in Orfield, G. with Kurlaender, M. (Eds.). Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, MA: Harvard Education Press.

Kurlaender, M. (1999). Vignettes from the Field: Portraits of Religious Activists. In Orfield, G. & Lebowitz, H. (Eds.) Religion Race and Justice in a Changing America. New York, NY: Century Foundation Press.

Working Papers

Friedmann, E., Gurantz, O., Kurlaender, M., Martorell, P., & Yang, W. (2025). “The Effects of Financial Aid Expansion for Community College Adult Learners” Working Paper. Under Review.

Reber, S., Kurlaender, M., Ugo, I., & Smith, E. “Understanding gender gaps in college enrollment: Evidence from California,” Working Paper.

Carrell, S., Kurlaender, M., Martorell, P., Naven, M., Sun, C. “The Impact of School Quality on Postsecondary Success: Evidence in the Era of Common Core,” Working Paper.

Kramer, K., Carrell, S., Kurlaender, M., & Page, M. Who Wins and Who Loses from School Tracking Programs? Unpublished Paper.

Kurlaender, M., Grodsky, E., Howell, J., & Jackson, J. (2017). Ready or Not? California’s Early Assessment Program and the Transition to College. EdWorking Papers, The Annenberg Institute at Brown University.

Reports, Policy Briefs, and Commentaries

Kurlaender, M., Darling-Hammond, L., Dykeman, K., Hurtt, A., Immordino-Yang, M. H., Jackson, J., Knecht, D., Larson, B., Loeb, S., Perlmutter, J., Reardon, S., Reed, S., Ziegler, L. (May 2026). High School as a Launch Point: Opportunity, Development, and Redesign in California, Research Brief, Getting Down to Facts III.

Kurlaender, M., Reed, S., Hurtt, A., Jackson, J., Larson, B., & Dykeman, K. (May 2026). High School Coursetaking in California: A Primer, Research Brief, Getting Down to Facts III.

Dykeman, K., Jackson, J., Kurlaender, M. Larson, B., & Reed, S. (May 2026). Does Your Math Pathway Make a Difference? High School Mathematics and College Outcomes, Research Brief, Getting Down to Facts III.

Sun, C., Hurtt, A., & Kurlaender, M. (May 2026). Navigating the Transition to College: LGBTQ+ Students’ High School Experiences and Academic Plans, Research Brief, Getting Down to Facts III.

Bassok, D., Jackson, C., & Kurlaender, M. (April 14, 2026). Rebuilding IES to amplify the impact of education research on student outcomes. Commentary.

Dykeman, K., Kurlaender, M., Larson, B., Reed-Bennett, S. (April 2026). Subtraction and Substitution: Shifts in High School Math Course-Taking, Policy Brief. Policy Analysis for California Education (PACE).

Larson, B., Jackson, J., Reed Bennett, S., Kurlaender, M. (April 2026). Subtraction and Substitution: The Role of Schools in Math Course-Taking, Policy Brief. Policy Analysis for California Education (PACE).

Kurlaender, M. (January 29, 2026). California colleges must partner with K-12 schools — not blame them — for students facing barriers to college. Commentary. CalMatters.

Kurlaender, M. Reed, S. & Boochever, A. (June 11, 2025). Lean in on structured, career-focused opportunities in high school. Commentary. EdSource.

Jackson, C., Bassok, D. Boulay, B., Kurlaender, M., Page, L. & Tipton, E. (February 24, 2025). Cutting research funding would make education less effective and efficient. Brookings Institution, Commentary.

Graves, D., Hurtt, A. Cooper, S., Kurlaender, M., Lewis, E., Evans, K., Carter, K. (2025). Supporting Black Student and Educator Success: Reimagining Higher Education Institutions Through an African-Centric Lens. Wheelhouse: The Center for Community College Leadership and Research.

Kurlaender, M. and Reed, S. (2024). Focusing on Wins: California Community College Leaders Reflect on Pandemic-Era Innovations. Blog Post for the Accelerating Recovery in Community Colleges Network.

Friedmann, E., Reed, S., Kurlaender, M., & Dykeman, K. (2024). A Strong Start for College and Career: Dual Enrollment Participation from 9^th to 12^th Grade. Policy Analysis for California Education.

Hurtt, A., Kurlaender, M., Sun, C., Zhou, B. (2024). The Transition to College: Voices from the Class of 2023. Policy Analysis for California Education.

Boochever, A., Reed, S. Kurlaender, M. (2023). Career Technical Education Among California High School Graduates. Policy Analysis for California Education.

Linden, R., Kurlaender, M., Martorell, P., Carrell, S. (2022). Pandemic-Period Enrollment and Persistence in California Community Colleges. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Kurlaender, M. & Rodriguez, O. (January 2, 2022). Dual Enrollment is a Foot in the Door to College. Commentary. EdSource.

Martinez Nuñez, M., Rim Shin, G., Kurlaender, M. & Rios-Aguilar, C. (2021). Californians’ Attitudes About College Access, Affordability, and Equity in the Time of COVID-19: Evidence from the 2021 PACE/USC Rossier Annual Poll. Policy Analysis for California Education.

Kurlaender, M., Reed, S., Grosz, M., Mathias, J. & Hughes, K. (2021). A Foot in the Door: Growth in Participation and Equity in Dual Enrollment in California. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Reed, S., Grosz, M., Kurlaender, M. & Cooper, S. (2021). A Portrait of Student Parents in the California Community Colleges: A New Analysis of Financial Aid Seekers with Dependent Children. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Bush, E., Cooper, S., Escobar, C. Kurlaender, M., & Rodriguez, F. (2021). Leading as Myself: California Community College CEO Reflections on Personal and Institutional Growth Across a Year of Racial Reckoning. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Kurlaender, M., Martorell, F. & Friedman, E. (2021). Financial Aid for California Community College Students. Infographic, Wheelhouse: The Center for Community College Leadership and Research.

Reed, S., Friedmann, E., Kurlaender, M., Martorell, P., Rury, D., Moldoff, J., Fuller, R., & Perry, P., (June 2021). California College Students’ Experiences during the Global Pandemic. California Student Aid Commission, COVID-19 Student Survey Follow-up.

Baker, R., Kurlaender, M., & Friedmann, E. (December 2020). Improving the Pathway to the BA: An Examination of the Associate Degree for Transfer. Research Report, Wheelhouse: The Center for Community College Leadership and Research.

Reed, S., Kurlaender, M., Martorell, P., Rury, D., Hernandez Negrete, A., Perry, P., Moldoff, J. & Fuller, R. (December 2020). College Uncertainties: California High School Seniors in Spring of 2020. California Student Aid Commission, COVID-19 Student Survey Follow-up.

Reed, S., Kurlaender, M., & Li, A., (December 2020). A Rising Tide: Dual Enrollment is Growing Among California High School Students. Infographic, Wheelhouse: The Center for Community College Leadership and Research.

Bush, E., Cooper, S., Kurlaender, M., Rodriguez, & Ramos, A.M. (August 2020). Toward a More Perfect Institution: Reflections from California Community College Leaders on Racism, Anti-Blackness and Implicit Bias. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Cooper, S., Hart, C., Kurlaender, M., Rios-Aguilar, C., Rodriguez, F., Sublett, C. (August 2020). Turning on a Dime: California Community College Transformation in Response to COVID-19. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

California Student Aid Commission, COVID-19 Student Survey, July 2020.

Kurlaender, M., Reber, S. & Rothstein, J. (April 22, 2020). UC Regents Should Consider All Evidence and Options in Decision on Admissions Policy. Commentary. Policy Analysis for California Education (PACE).

Cooper, S. & Kurlaender, M. (February 4, 2020). Here’s a way to help cut California’s college costs and help students succeed. Commentary. CalMatters.

Friedmann, E., Kurlaender, M., Li, A., & Rumberger, R. (January 2020). A Leg Up on College: The Scale and Distribution of Community College Participation Among California High School Students. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Gold, J., Stripling, R., & Kurlaender, M. (January 23, 2020). Improving Graduation Rates by Nudging Faculty, Not Students. Inside Higher Ed.

Reed, S., Kurlaender, M., & Carrell, S. (November 2019). Strengthening the Road to College: California’s College Readiness Standards and Lessons from District Leaders, Research Report, Policy Analysis for California Education (PACE).

Asim, M., Kurlaender, M., & Reed, S. (August 2019). 12th Grade Course-taking and the Distribution of Opportunity for College Readiness in Mathematics. Policy Analysis for California Education (PACE).

Kurlaender, M., Reed, S., & Hurtt, A. (August 2019). Improving College Readiness: A Research Summary and Implications for Practice. Policy Analysis for California Education (PACE).

Kurlaender, M. (June 2019). Symposium, Bakke at 40: Diversity, Difference and Doctrine, U.C. Davis Law Review, 52(5): 2249-2253.

Rios-Aguilar, C., Kurlaender, M., Lyke, A., Martinez, T. (June 2019). College Affordability in Every Corner of California: Perspectives from the 2019 PACE/USC Rossier Poll.

Stevens, A., Grosz, M., & Kurlaender, M. (May 31, 2019). Does Career Technical Education Pay? EconoFact.

Reed, S., Rios-Aguilar, C., Smith Arillaga, E., Vargas, J., & Kurlaender, M. (June 2019). Empowering the Intersegmental Agenda: Opportunities for Research, Policy, and Practice. Continuous Improvement Brief, Policy Analysis for California Education (PACE).

Kurlaender, M. (May 14, 2019). Testimony to the Assembly Committee on the Judiciary, California Legislature.

Kurlaender, M. (April 2, 2019). Lack of Effective State Education Data System Holds Students Back: Longitudinal System that Connects K-12 and Higher Ed could help more Students Complete College. EdSource.

Kurlaender, M., Hurtt, A., & Reed, S. (April 2019). K–12 Content Standards, Assessment and Accountability in California: A Short Primer for Higher Education. Policy Analysis for California Education (PACE).

Kurlaender, M. and Cohen, K. (March 2019). Predicting College Success: How Do Different High School Assessments Measure Up? (Updated). Policy Analysis for California Education (PACE).

Kurlaender, M., Reed, S., Cohen, K., & Ballis, B. (October 2018). College Readiness in the Era of Common Core. Getting Down to Facts II. Policy Analysis for California Education (PACE).

Reed, S., Dougherty, S., Kurlaender, M., & Mathias, J. (October 2018). A Portrait of California Career Technical Education Pathway Completers. Policy Analysis for California Education (PACE).

Reed, S., Lee, P., Kurlaender, M., and Hernandez, A. (July 2018). Intersegmental Partnerships and Data Sharing: Promising Practices from the Field. Continuous Improvement Brief, Policy Analysis for California Education (PACE).

Kurlaender, M.,Kramer, K.A., & Jackson, E.  (March 2018). Predicting College Success: How Do Different High School Assessments Measure Up? Research Brief, Policy Analysis for California Education (PACE).

Kurlaender, M., Carrell, S., & Jackson, J. (March 2018). Community College Quality: The Promises and Pitfalls of Measurement. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Baker, R., Friedmann, E., & Kurlaender, M. (March 2018). Associate Degrees for Transfer: A Snapshot of Progress Across California Community Colleges. Research Brief, Wheelhouse: The Center for Community College Leadership and Research.

Kurlaender, M., Martorell, F., & Reed, S.  (September 2016). High School Exit Exams: A Review of the Literature, Current State Reforms, and Analysis of California Assessment Data. Research Brief to the California Department of Education.

Stevens, A., Kurlaender, M., & Grosz, M. (2015). Community College Career Technical Education Programs Significantly Increase Earnings. U.C. Davis Center for Poverty Research, Policy Brief, Vol. 4, No. 5.

Carrell, S., Kurlaender, M., Page, M. & Kramer, K. (2015). How Does the AIM Program Affect Student Outcomes in the Davis Joint Unified School District? A Report Submitted to the Davis Joint Unified School District.

Kurlaender, M. & Jackson, J. (January 28, 2015). Obama’s Free College Plan is No Panacea: Just Ask California. The Washington Post.

Kurlaender, M., Jackson, J., & Howell, J. (September 2012). K–12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California’s Early Assessment Program. Research Brief of the College Board Advocacy & Policy Center.

Kurlaender, M. & Howell, J. (December 2012). Academic Preparation for College: Evidence on the Importance of Academic Rigor in High School. Background Paper of the College Board Advocacy & Policy Center.

Kurlaender, M. & Howell, J. (September 2012). Collegiate Remediation: A Review of the Causes and Consequences. Literature Brief of the College Board Advocacy & Policy Center.

Kurlaender, M., Grodsky, E., Agronow, S., & Horn, C. (2011). State Standards, the SAT, and Admission to the University of California. Policy Brief, Policy Analysis for California Education. 

Reardon, S. & Kurlaender, M. (2009). Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation. Policy Brief, Policy Analysis for California Education.

Kurlaender, M., Reardon, S., & Jackson, J. (2008). Middle School Predictors of High School Achievement in Three California School Districts. A Report Released by the California Dropout Research Project.

Kurlaender, M. (2006). The Benefits of Racial/Ethnic Diversity in Elementary and Secondary Education. Written testimony to the U.S. Commission on Civil Rights.

Horn, C. & Kurlaender, M. (2006). The End of Keyes: A Cautionary Tale of Resegregation Trends and the Achievement Gap in Denver Public Schools. A Report to the Piton Foundation.

Kurlaender, M. & Yun, J. (2005). From Desegregation to Diversity: Trends and Implications Commissioned by the University of Virginia, Curry School of Education, for the Centennial Celebration.

Kurlaender, M. (2003). What Do We Know about the Benefits of Diversity in K-12 Education? A Report by The Center for Civil Rights at the University of North Carolina and The Civil Rights Project, Harvard University.

Grants Received

California Math Pathways. 2023-2026. Gates Foundation (PI, with collaborators: Sherrie Reed, Paco Martorell, and Scott Carrell, University of California, Davis). —$1,000,000

Evidence to Inform Improvement: Supporting California Community Colleges in Pandemic Recovery. 2021-2025. Institute of Education Sciences, U.S. Department of Education (PI, with collaborators: Paco Martorell, Sherrie Reed, and Scott Carrell, University of California, Davis). —$3,000,000

Accelerating Recovery in Community Colleges—A Network. 2021-2025. Institute of Education Sciences, U.S. Department of Education (Co-PI) with collaborators: Thomas Brock (PI) Community College Research Center, Teachers College Columbia University, Doug Shapiro, National Student Clearinghouse. —$3,000,000

Strengthening the Pathway to College: A Collaboration between the California Education Lab at UC Davis and the California Department of Education. 2022-2024. College Futures Foundation (PI), with collaborators Sherrie Reed and Paco Martorell, University of California, Davis). —$488,000

Postsecondary Opportunities for California Adolescents. 2021-2024. Stuart Foundation (PI).—$600,000

College and Career Readiness: Investigating California’s Efforts to Expand Career Technical Education through Dual Enrollment. 2021-2024. Institute of Education Sciences, U.S. Department of Education (PI, with collaborators: Paco Martorell, Sherrie Reed, and Scott Carrell, University of California, Davis). —$1,700,000

Student Recovery Project. 2021-2022. Lumina Foundation (Co-PI) with Susanna Cooper (PI). —$375,000

Wheelhouse: The Center for Community College Leadership and Research. 2021-2023. Gates Foundation (Co-PI with Susanna Cooper (PI). —$500,000

Supporting Access to Financial Aid at the California Student Aid Commission. 2021. Foundation for California Community Colleges (PI).—$50,000

Strengthening College Preparation through Diverse Course Pathways: Addressing Racial and Economic Inequalities. 2021-2022.Tipping Point Community Foundation (PI).—$142,139

California Policy Lab: Data-Driven Solutions to California’s Most Complex Issues. 2021-2024. University of California Office of the President, Multi-campus Research Program and Initiative Grant, (Co-PI at UC Davis, Jesse Rothstein (PI), UC Berkeley). —$50,000

Pandemic Response: Student Supports and Instructional Strategies across California School Districts. 2020-2022. Jointly Funded by: SD Bechtel Jr Foundation, Stuart Foundation, Sobrato Family Foundation (Co-PI with Sherrie Reed, PI). —$200,000

College-Credit Coursework in California High Schools: A Deeper Dive. 2020-2022. Stuart Foundation (PI)—$60,000

Innovation in College Readiness Math Course-taking: Professional Learning Communities across California (PI). —$85,000

Understanding College Experiences for Students who are Parents. 2020-2021.Tipping Point Community Foundation (PI). —$97,374

Understanding College Outcomes for Students in Key Regions across California. 2019-2020.Tipping Point Community Foundation (PI). —$96,463

Strengthening the Pathway to College: A Collaboration between the California Education Lab at UC Davis and the California Department of Education. 2019-2022. College Futures Foundation (PI, with collaborator Sherrie Reed, University of California, Davis). —$817,000

California Policy Lab: Studying Inequality and Homelessness. 2019-2020. University of California Office of the President, Multi-campus Research Program and Initiative Grant, (Co-PI at UC Davis, Jesse Rothstein (PI), UC Berkeley). —$250,000

Equity and Access to College-Credit Coursework in California High Schools. 2019-2020. Stuart Foundation (PI, with collaborator: Russell Rumberger, University of California, Santa Barbara). —$20,000

Strengthening Postsecondary Pathways. Bill & Melinda Gates Foundation. 2019-2020. (PI, sub-contract to Policy Analysis for California Education Center grant, Stanford University Graduate School of Education). —$100,000

Exploring College Completion in Comparative Contexts. 2019-2020. Ford Foundation (PI). —$25,340

Evaluating Incentives for Full-time Enrollment at California Community Colleges. 2018-2023. Institute of Education Sciences, U.S. Department of Education (Co-PI, with collaborators: Paco Martorell (PI) and Scott Carrell, University of California, Davis). —$3,300,000

California’s College and Career Readiness Standards in the Era of Common Core Assessments. 2015-2020. Institute of Education Sciences, U.S. Department of Education (PI, with collaborators: Paco Martorell and Scott Carrell, University of California, Davis). —$4,974,387

Exploring Policy Levers in Intersegmental Collaboration. Irvine Foundation. 2017-2019. (PI, sub-contract to Policy Analysis for California Education Center grant, Stanford University Graduate School of Education). —$100,000

Understanding College Outcomes of California Bay Area Students. Stupski Foundation. 2017-2018. (PI, with collaborator Sherrie Reed, University of California, Davis). —$372,500

Intersegmental Data Partnerships Project. College Futures Foundation. 2017-2018. (Co-PI with collaborators Sherrie Reed and Patrick Lee, University of California, Davis). —$250,000

Wheelhouse: The Center for Community College Leadership and Research. 2017-2018. College Futures Foundation (Co-PI, with Susanna Cooper, University of California, Davis). —$150,559

Never Judge a Book by Its Cover: Use Student Achievement Instead. Gates Foundation. 2017-2018. (PI on California Project with collaborators Scott Carrell and Paco Martorell, sub-contract to Center grant, Thomas Kane (PI) Harvard University Graduate School of Education). —$117,532

Feasibility Study on the Impacts of Workforce Development Programs in California. 2016-2017. California Workforce Development Board (PI, with collaborator Ann Stevens, University of California, Davis). —$49,989

Wheelhouse: The Center for Community College Leadership and Research. 2016-2018. Irvine Foundation (Co-PI, with collaborator Susanna Cooper, University of California, Davis). —$200,832

Exploring Student Success and Persistence in College: The Role of Faculty. 2015-2017. College Futures Foundation (PI, with collaborator Scott Carrell, University of California, Davis). —$400,000

California Community Colleges and Career Technical Education: A Researcher-Practitioner Partnership. 2015-2017. Institute of Education Sciences, U.S. Department of Education (PI, with collaborator Ann Stevens, University of California, Davis). —$400,000

National Center on Developmental Education Assessment and Instruction. 2014-2019. Institute of Education Sciences, U.S. Department of Education (PI on California Project, sub-contract to Center grant, Thomas Bailey (PI) Teachers College, Columbia University). —$148,500

California Community Colleges, Vocational Programs and Workforce Development: Improving the Workforce and Improving Lives. 2013-2016. Research Investments in the Sciences and Engineering, University of California (Co-PI with Ann Stevens, University of California, Davis). —$500,000

Center for Analysis of Postsecondary Education and Employment. 2012-2015. Institute of Education Sciences, U.S. Department of Education (PI on California project with collaborator Ann Stevens, University of California, Davis. sub-contract to larger Center grant, Thomas Bailey (PI) Teachers College, Columbia University). —$60,000

Center for Poverty Research. 2011-2016. U.S. Department of Health and Human Resources (Co-investigator, with Ann Stevens and Marianne Page, Co-PIs, University of California, Davis). —$4,000,000

Ready or Not? California’s Early Assessment Program and the Transition to College. 2010-2014. Institute of Education Sciences, U.S. Department of Education (PI, with collaborators: Jessica Howell, California State University Sacramento and Eric Grodsky, University of Wisconsin). —$1,860,432

Developing College Readiness Skills in an Urban Middle School. 2011-2014. California Academic Partnership Program, California State University Chancellor’s Office (PI). —$140,000

University of California Educational Evaluation Center. 2010-2015. University of California Office of the President, Multi-campus Research Program and Initiative Grant, (Co-PI with Julian Betts, UC San Diego; Christina Christie, UC Los Angeles; Greg Duncan, UC Irvine; Bruce Fuller, UC Berkeley; William Shadish UC Merced; and John Yun (PI), UC Santa Barbara). —$2,200,000

Testing the Influence of Course-Level Gender Representation on Postsecondary Achievement and Persistence in STEM Courses. 2011-2012. Spencer Foundation (Co-PI, with Kimberlee Shauman, University of California, Davis). —$40,000

Increasing College Readiness: An Investigation of California’s Early Assessment Program. 2009-2010. National Academy of Education/Spencer Foundation Postdoctoral Fellowship. —$55,000

Understanding Barriers and Examining Interventions: Postsecondary Access and Success Using State Administrative Data. 2008-2012. Bill & Melinda Gates Foundation (PI on Sub-contract to investigate California ($325,000); larger multi-state grant with Bridget Terry Long (PI), Harvard University; Stella Flores, Vanderbilt University; and Eric Bettinger, Stanford University).—$2,000,000 

The Effects of Institutional Practices on Postsecondary Trajectories: Matriculation, Persistence and Time to Degree. 2007-2010. Institute of Education Sciences, U.S. Department of Education (PI, with collaborators: Jessica Howell, California State University Sacramento; Eric Grodsky, University of Minnesota; and Catherine Horn, University of Houston).  —$470,808

College Readiness to Degree Completion: Remedial Placement and Patterns of College Persistence. 2007-2008. Association for Institutional Research (PI, with collaborators: Jessica Howell, California State University Sacramento and Catherine Horn, University of Houston).  —$30,000

Early Predictors of High School Dropout. 2007-2008. California Dropout Project, funded by the Bill & Melinda Gates Foundation (PI). —$15,000

Faculty Grant in Aid of Research, 2005, 2007. University of California, Davis (PI). —$2,000

School Racial/Ethnic Composition and Student Outcomes. 2003. National Education Association (Co-PI, with John Yun, Harvard Civil Rights Project). —$100,000

Teaching

• Education and Social Policy (Undergraduate and Graduate level—PhD & EdD)
• Beginning and Advanced topics in Research Design (Undergraduate and Graduate level—PhD & EdD)
• Program Evaluation (Graduate level—PhD & EdD)
• Educational Leadership (Graduate level—EdD)
• Intermediate Statistics: Applied Data Analysis (Graduate level—PhD)
• Economics of Education (Undergraduate and Graduate level—PhD)

Professional Service & Activities

• Editorial Board, Live Handbook on Education Policy (2024–Present)
• National Academy of Education Dissertation Fellowship Selection Committee, Chair (2021-2023)
• Co-Editor, AERA Open (2021—2025)
• Editorial Board, Education Finance and Policy (2023–Present)
• Editorial Board, Educational Evaluation and Policy Analysis (2013–2022)
• Chair, National Academy of Education Dissertation Fellowship Selection Committee, Chair (2021-2023)
• Advisory Committee, Equitable Policymaking Processes, Institute for Higher Education Policy-IHEP (2021)
• California Recovery with Equity Taskforce, Governor’s Council on Post-Secondary Education (2020)
• UC Feasibility Testing Work Group, University of California Office of the President (2020)
• Provost’s Advisory Council on Education Equity, University of California Office of the President (2019—Present)
• Associate Editor, Journal of Research on Educational Effectiveness (2017–2019)
• Editorial Board, The Russell Sage Foundation Journal of the Social Sciences (2018–2020)
• Elected Board Member and Chair of Outreach and Mentoring Committee, Association for Education, Finance, & Policy (2016-2019)
• Affiliated Scholar, Student Experience Research Network (formerly the Mindset Scholars Network (2015—2022)
• Technical Advisory Group (TAG), California Department of Education, California Assessment of Student Performance and Progress (2015–Present)
• Member, California Department of Education, College and Career Readiness Indicator Workgroup (2015–Present)
• Member, National Academy of Education/Spencer Foundation: Dissertation Fellowship Selection Committee (2014-2017)
• Spencer Foundation: Small Grants Review Panel (2012–2014), Lyle Spencer Review Panel (2018-2021)
• Member, Books Committee, American Educational Research Association (2015-2018)
• Review Panel, Institute of Education Sciences, U.S. Department of Education, Education Systems and Broad Reform (2014–2017)
• Program Section Chair, Education and Social Inequality, Society of Research on Educational Effectiveness Annual Meeting (Spring 2014)
• Research Advisory Board, Center for Advocacy and Policy, The College Board (2011–2017)
• Faculty Researcher, Center for the Analysis of Postsecondary Readiness, Teachers College, Columbia University (2014–2019)
• Advisory Member, San Francisco Unified School District, Student Assignment Plan (2010–2015)
• Faculty Researcher, Center for Analysis of Postsecondary Education and Employment, Teachers College, Columbia University (2011–2017)
• Program Chair, Sociology of Education Association Annual Meeting (February 2013)
• Research Advisor, California Community Colleges Early Assessment Program Implementation Advisory Committee (2009)
• Technical Working Group, Regional Educational Laboratory Northwest (2013–2014)
• Advisory Board, Chief Justice Warren Institute on Race, Ethnicity and Diversity, UC Berkeley School of Law, Boalt Hall (2006–2010)

University of California Davis

Lead Researcher, Wheelhouse: The Center for Community College Leadership and Research, University of California, Davis (2016—Present)

Member, Executive Committee, EdD Program in Educational Leadership, University of California, Davis (2023-2024)

Member, Faculty Personnel Committee, Professional Schools, University of California, Davis (2023-2024)

Founding Faculty Member, University of California Davis Center for Poverty Research (2011–Present)

Chair, PhD Program in Education, University of California, Davis (2016–2018)

Head Graduate Advisor, PhD program in Education, University of California, Davis (2006–2016)

Site Director, Davis Campus, UC Educational Evaluation Center (2010–2014)

Appointed Member, UC Davis Study Group on Accessibility and Affordability (2012–2013)

Program Committee, Economy, Justice and Society, Institute for Governmental Affairs, University of California, Davis (2005–2010)

Formal Mentoring

Student Experience Research Network, formerly the Mindset Scholars Network, Midcareer Fellows Program (2021-Present)

William T. Grant Foundation Scholars Program (2015-2021)

Russell Sage Foundation Emerging Scholars Pipeline Grants (2020)

Bridging the Gaps in Postsecondary CTE Research, ECMC Foundation and NC State University (2020)

National Academy of Education/Spencer Foundation: Pre and Post-doc Fellowship Program (2013, 2015, 2017, 2018-2023)

Reviewer

Journals: Journal of Policy Analysis and Management, Educational Evaluation and Policy Analysis, Annual Review of Sociology of Education, AERA Open, Review of Educational Research, Sociology of Education, Social Forces, Journal of Comparative Policy Analysis, Educational Researcher, Economics of Education Review, Social Science Research, Research in Higher Education, American Education Research Journal, Education Finance and Policy, Journal of Human Resources, Education Policy Analysis Archives

Grant Reviews/Foundations/Awards: National Science Foundation, Public Policy Institute of California, W.T. Grant Foundation, Spencer Foundation, Society for Research on Educational Effectiveness, Russell Sage Foundation, U.S. Department of Education, IES Outstanding Predoctoral Fellow Award

Memberships

American Educational Research Association (2002–Present), Association for Public Policy Analysis and Management (2005–Present), Sociology of Education Association (2005–Present), Association for Education Finance and Policy (2010–Present), Research Committee 28 on Social Stratification and Mobility (2004–Present), EdWorking Papers, Annenberg Brown University (2019—Present)

Select Media Mentions

Cal Matters, ”Getting into a UC or Cal State requires these classes. Almost half of students don’t take them” by Mikhail Zinshteyn and Carolyn Jones, March 27, 2026.

Los Angeles Times, “UC stirs furious debate over what high school math skills are needed to succeed in college.” by Teresa Watanabe, March 19, 2024.

Cal Matters, ”Why California community colleges are reluctant to spend more than $500 million in state money” by Adam Echelman, January 16, 2024.

The Chronicle of Higher Education, “Teaching: Could a few emails from you boost student success?” by Beckie Supiano, April 20, 2023.

Diverse Issues in Higher Education, “How This College Gave Emergency Aid to Dual Enrolled Students” by Rebecca Kelliher, May 11, 2022.

EdSource, “With standardized testing out, what’s next for University of California admissions?” by Michael Burke, December 9, 2021.

EdSource, “Searching for equity in dual enrollment for California high school students” by Michael Burke, October 27, 2021.

Los Angeles Times, “Many CSU students see big upsides to online learning.” by Colleen Shalby, June 4, 2021.

Los Angeles Times, “California influences SAT decline for college admissions.” by Teresa Watanabe, January 21, 2021.

USA Today, “California voters failed to repeal ban on affirmative action. What signal does that send the rest of the nation?” by Elinor Aspegren, December 30, 2020

Los Angeles Times, “Cal State schools see enrollments surge during COVID-19 pandemic” by Nina Agrawal, November 10, 2020.

Business Insider, “Some business schools are waiving GMATs as a requirement” by Graham Rapier, July 14, 2020.

Wisconsin Public Radio, “Why Colleges and Universities are De-Emphasizing ACT and SAT Scores” June 19, 2020.

National Public Radio, “Colleges Are Backing Off SAT, ACT Scores—But the Exams will be Hard to Shake” Elissa Nadworny, June 12, 2020.

The Mercury News, “A corona virus college admissions cheatsheet: What high school juniors need to know right now” by Jon Wilner, May 14, 2020.

The Washington Post, “University of California academics at odds with each other over using SAT/ACT scores to admit students” by Valerie Strauss, April 24, 2020.

Los Angeles Times, “UC Experts offer new ammunition against the SAT and ACT as an admissions requirement” by Teresa Watanabe, April 22, 2020.

EdSource, “High school students benefit from taking college courses, but access uneven in California” February 10, 2020.

Davis Enterprise and Blue Devil Hub, The News Cycle Podcast, “Is the SAT on the way out?” December 16, 2019.

Interview: Could SAT, ACT not be required? Fox 40 News Sacramento, December 10, 2019.

CAL Matters, “If the University of California drops the SAT, what would take its place” December 10, 2019.

Los Angeles Times, “Drop the SAT and ACT as a requirement for admission, top UC officials say” by Teresa Watanabe, November 23, 2019.

EdSource, “Gov. Newsom vetoes allowing districts to substitute SAT for 11^th grade state test” By John Fensterwald, October 13, 2019.

Los Angeles Times, “Will UC schools drop their SAT scores requirement?” October 2, 2019.

Los Angeles Times, “CSU may up their college admissions requirements. But will that hurt low-income students?” September 6, 2019.

EdSource, “A 4^th year of high school math for CSU admissions?” By Larry Gordon, April 10, 2019.

CAL Matters, “California lawmakers debate how to prevent another college admissions scandal” March 19, 2019.

The Chronicle of Higher Education, “The End of the Remedial Course” By Katherine Mangan, February 18, 2019.

Inside Higher Ed, “Can light-touch, targeted feedback to students improve their perception of and performance in a class?” by Colleen Flaherty, January 14, 2019.

EdSource, “California joins trend among states to abandon high school exit exam” October 12, 2017.

Inside Higher Ed, “Series of studies seeks to gauge higher ed effectiveness, defined broadly” by Doug Lederman, April 8, 2016.

The Sacramento Bee, “Large share of grads from some high schools require remediation at Sacramento State” by Diana Lambert, October 16, 2015.

Inside Higher Ed, “New research on “mismatch” released day after Justice Thomas cites the theory to criticize affirmative action” by Scott Jaschik, June 26, 2013.

Inside Higher Ed, “Study looks at K12 to community college transition in California” by Paul Fain, February 27, 2013.

Education Week. “Studies Question Value of Early Algebra Lessons” by Sarah D. Sparks, April 20, 2012.

Education Week. “Success of College-readiness Intervention Hard to Gauge” by Catherine Gewertz, November 22, 2010.

The Chronicle of Higher Education, “New Ways to Achieve Diversity in California” By Richard Kahlenberg, March 26, 2008.

The Chronicle of Higher Education, “Researchers Bemoan Lack of Progress in Closing Education Gaps between the Races” By Peter Schmidt, March 26, 2008.

The Chronicle of Higher Education, “Studies Examine How Starting at a Community College Affects the Path to a 4-Year Degree” April 11, 2007.

Inside Higher Ed, “A Different Diversity Debate” by Elia Powers, July 31, 2006.

Select Presentations*

*In the past five years

Invited Seminar Speaker, Recovering Enrollment: Compressed Courses, Summer Nudges, and Evidence from California’s Community Colleges, Michigan State University (April 2026).

Presidential Address, Association for Education, Finance & Policy, Chicago, IL (March 2026).

Plenary Speaker, “Unequal Pathways: Reducing Inequities in the Transition to and through College” University of California Office of the President, COMPASS Convening (May 2025).

Strengthening College Attainment in California, Invited Presentation, The College Futures Foundation (September 2024).

Invited Plenary Speaker, “How can we improve racial diversity in selective colleges and universities in the wake of the SCOTUS Students for Fair Admissions decision?”  National Education Policy Center Annual Convening (October 2023).

The Future of College, Invited Panelist, UC Berkeley Social Science Matrix (October 2023).

Invited Keynote, AMIGA (Alliance for Multi-campus Inclusive Graduate Admissions) Forum (October 2022).

Pandemic-Period Enrollment Plunge in California Community Colleges and Strategies for Recovery Lumina Foundation Better Together State Policy Retreat 2022, Indianapolis, IN (September 2022).

Plenary Keynote, California Education Research Association, Anaheim, CA. (November 2021).

Experimental Evidence on the Role of Faculty Engagement. Invited research talk at the Texas Mindset Initiative, Austin, TX. (April 2021).

Toward the Development of Equity Indicators for California, Policy Analysis for California Education Webinar (April 2020).

New Research on Statewide College Outcomes and District Approaches for Improvement, Policy Analysis for California Education Webinar (March 2020).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited Seminar, Goldman School of Public Policy, University of California Berkeley (March 2020).

Broad-Access Postsecondary Institutions and the Demography of Opportunity. Invited Seminar, Graduate School of Education, University of California Berkeley (March 2020).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited Conference Presentation, Current Issues in Education and Education Policy, East-West Center, University of Hawaii-Manoa (February 2020).

Is Early Start a Better Start? Evaluating California State University’s Early Start Remediation Policy. Invited Presentation. Reimagining Developmental Education, Center for the Analysis of Postsecondary Readiness. New York University, NY, NY. (November 2019).

Broad-Access Postsecondary Institutions and the Demography of Opportunity. Invited Presentation for event: The New Mobility in Higher Education: Does a College Degree Matter? New York University, NY, NY. (October 2019).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited Presentation Mindset Network Fall Convening, Bill & Melinda Gates Foundation, Seattle, WA. (October 2019).

Predicting College Success: How Do Different High School Assessments Measure Up? Invited Presentations: Academic Advisory Council of the California State University (May 2019); Intersegmental Committee of the Academic Senates (May 2019), Academic Senate’s Board of Admissions and Relations with Schools, University of California Office of the President (March 2019).

Educational Inequalities in K-12 and Higher Education. Oral Testimony to the Assembly Committee on the Judiciary, California Legislature (May 2019).

High School Assessment and College Opportunities. Invited Panelist, California Department of Education, Sacramento, CA (May 2019).

Impact 2019: Success Center, Foundation for California Community Colleges. Invited panelist, Sacramento, CA (February 2019).

Using Research in Leadership Practice: Influencing Change through Evidence-Based Programs. Invited lecture at Wheelhouse Institute, University of California, Davis (March 2019).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited seminar at the University of California, Irvine (February 2019).

The UC Davis Law Review Symposium, Bakke at 40: Diversity, Difference and Doctrine. Invited presentation (December 2018).

Community College Quality and Evidenced-based Policy Making. Keynote for the California Community College Chancellor’s Office Annual Budget Convening, Sacramento, CA and Newport, CA (August 2018).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited seminar at the Federal Reserve Bank of New York (June 2018).

Race and the College Completion Gap: Postsecondary Outcomes at California’s Broad Access Institutions. Invited seminar at the CUNY Office of Policy Research’s Higher Education Policy Seminar Series (May 2018).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited seminar at the University of Chicago (April 2018).

Race and the College Completion Gap: Postsecondary Outcomes at California’s Broad Access Institutions. Invited seminar at MDRC, New York, NY (March 2018).

Race and the College Completion Gap. Visiting Scholar Seminar at the Russell Sage Foundation, New York, NY (January 2018).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited seminar at New York University, IES Pre-doctoral Interdisciplinary Research Training (October 2017).

My Professor Cares: Experimental Evidence on the Role of Faculty Engagement. Invited seminar at the CUNY Graduate Center (October 2017).

Exploring Student Success and Persistence in College: Experimental Evidence on the Role of Faculty Engagement. University of Toronto (March 2017).

The Effect of Program Capacity and Accessibility on Community College Degree Success. Invited Symposium on Non-Traditional Pathways to a College Degree. Society for Research on Educational Effectiveness Annual Meeting. Washington, DC (March 2017).

Poverty and Inequality in Educational Outcomes: Are Schools the Great Equalizers? Invited Lecture for the Symposium: Child Poverty Research, Public Policy and the Road Ahead: What We Have Learned and Where Should We Go Next? Center for Poverty Research, University of California-Davis. Sacramento, CA (February 2017).

College Readiness in California Under Common Core Standards. Association for Public Policy and Management Annual Fall Conference. Washington, DC (November 2016).

The Promises and Pitfalls of Measuring Community College Quality. Invited seminar at the University of Wisconsin, Madison (March 2016).

The Promises and Pitfalls of Measuring Community College Quality. Invited seminar at the University of Virginia (March 2016).

The Relevance of Research in Program Development, Implementation, and Evaluation. Invited presentation at the Regional Educational Laboratory West Convening on Counseling for Student Educational Planning: Programs and Strategies. Sierra Community College, CA (April 2015).

Courses

• Education and Social Policy
• Research Design
• Economics of Education
• Quantitative Methods in Education Research
• Applied Data Analysis