Danielle Edwards

brookings.eduWith vouchers and other school choice policies, read the fine print | BrookingsDouglas N. Harris and co-authors examine how nine overlooked design choices determine who benefits from school choice.

ICYMI Doug Harris, Julie Marsh, & I discuss the implications of what we know about school choice policy design for the Education Freedom Tax Credit for @brookings.edu Brown Center TL;DR The policy details matter. Read the fine print www.brookings.edu/articles/wit...

Danielle Edwards@drdsedwards.bsky.social

How does school choice policy design matter for effectiveness & equity? Doug Harris, Julie Marsh & I explore this in our new REACH Center paper “The Details Matter: A Systematic Review of School Choice Policy Design and Implementation" reachcentered.org/uploads/tech...

4. Implementation matters at least as much as policy design. Parents, educators & policymakers have discretion in how the choice process unfolds regardless of policy design and their actions have large effects on student outcomes & experiences.

Areas for future research include: effects of choice sch funding & coordination, governance on sch access & facilitation on long-term outcomes; implementation of equitable & efficient policy designs on participant experiences. Check out our policy brief for more: reachcentered.org/uploads/poli...

2. On the supply side, accountability improves student achievement, but no clear evidence that governance type influence outcomes. OTOH, accountability also reduces school autonomy leading to homogeneity. Regulations reduce school supply as well.

3. Current choice policies can be better design to improve educational equity. While policy design can improve access & outcomes, it’s not often used to serve marginalized students. Rather, current choice systems make it burdensome to participating, leading to class sorting.

We then reviewed over 90 studies about each decisions’ effects on students and how families & educators experience them. (We examined almost 9K abstracts!) Key takeaways:

1. Policies that facilitate school choice participation improve access. More students attend high-quality or desired schools under centralized enrollment & when there is sufficient info & transport. Evidence on effects on test scores & other outcomes is promising but sparse. They vary in cost too

@annenberginstitute.bsky.social

We identify 9 school choice demand & supply decisions that can impact student access & outcomes: information, transportation, enrollment systems, governing agencies, provider eligibility, input regulations, outcome accountability, funding & capacity/coordination

Danielle Edwards reposted

Annenberg Institute

22 Sept

An @edweek.org article highlights research from @matthewakraft.com on high school education academies and the teacher pipeline, exploring how early exposure may shape the future of the profession. Read the EdWorkingPaper: buff.ly/48aGkSC Read the EdWeek article: buff.ly/rT2H2je

buff.lyHigh School Teacher Academies Work. But There's a Break in the PipelineAspiring teachers of color often hit a wall before making it to the classroom, a new study finds.

edweek.orgHigh School Teacher Academies Work. But There's a Break in the PipelineAspiring teachers of color often hit a wall before making it to the classroom, a new study finds.

22 Sept

Nice write-up from @edweek.org's Sarah Sparks on @matthewakraft.com & my paper on HS education courses in TX www.edweek.org/leadership/h... "lack of higher education support after high school may prevent these prospective teachers of color from ever making it to a classroom of their own"

Danielle Edwards@drdsedwards.bsky.social

🚨New NBER Working Paper w/ @matthewakraft.com! 🚨 Can Early Exposure to the Teaching Profession Increase Teacher Supply & Diversity? New Evidence on the Teacher Pipeline www.nber.org/papers/w35776 We examine whether HS ed courses can expand new teacher supply in TX. We find:

nber.orgCan Early Exposure to the Teaching Profession Increase Teacher Supply and Diversity? New Evidence on the Teacher PipelineFounded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, an...

We also find that teachers who took HS education courses are similarly effective to other teachers and have higher retention rates. Early interested individuals may be more committed to teaching, a good thing for students.

Takeaway: interest in teaching is probably broader than assumed but courses alone won't grow the pipeline w/o financial support to get students through college and into the classroom. Full paper: www.nber.org/papers/w35776

In particular, Black & Hispanic course takers disproportionately exit the teacher pipeline prior to college enrollment.

This is particularly concerning b/c White, Black & Hispanic students enroll in HS ed courses at the same rate, suggesting similar interest levels. Racial gaps emerge after high school. Gender gaps emerge earlier. <1/4 of course enrollees are male.

Using the staggered rollout of these courses across TX, we find access alone did NOT increase entry into teaching. Course takers were likely already interested in teaching when they enrolled.

Why didn’t HS education courses increase teacher supply or diversity? Over half of HS education course takers don’t enroll in a TX public 4 yr college.

Students who take HS education courses are 4x more likely to become teachers. Is that because the courses work or b/c kids already interested in teaching are the ones who sign up?

tandfonline.comHome is where the school is? Residential mobility and dynamic school choice in a statewide educational marketWe examine how families update their participation in public school choice programs when they change residences. Residential changes are more predictive of school choice participation than student ...

New paper in Education Economics w/ @joshcowenmi.bsky.social! When families move they rethink sch choice participation tinyurl.com/3zr73fbh Residentially mobile students are: 9x more likely to enter public sch choice 19x more likely to exit interdistrict choice 5x more likely to exit charters 🧵

Takeaways: 1) School choice is dynamic behavior, responsive to families' changing circumstances. It’s not a one-time, permanent decision. High exit rates from choice programs don't necessarily mean dissatisfaction or program failure. 5/6

2) Public school choice can provide educational stability when residence isn’t. For these benefits to reach historically disadv. families, we likely need to lower participation costs. District-provided transportation, clearer information, and simpler enrollment processes. 6/6

Many families use choice programs to stay put. ~1/3 of entrants use inter-district choice to keep attending the district they just moved away from. Nearly half of inter-district exiters just became residents of the district they were already in. 3/6

So school choice can cushion the disruption of moving. But this benefit skews White & economically advantaged. The students who could benefit most from stability are least likely to get it via choice programs. 4/6

jobs.omni.fsu.eduExplore JobsThe Department of Educational Leadership & Policy Studies (ELPS) in the Anne Spencer Daves College of Education, Health, and Human Sciences at Florida State University invites applications for a nine-month, tenure-earning assistant professor position. We seek a colleague committed to research, mentorship, teaching, and advising. The successful candidate will be expected to participate in ongoing research in well-defined scholarship areas with clear connections to K-12 educational policy, advise professional doctoral students in our online EdD program, chair EdD dissertation committees, contribute to academic service, and apply for external funding to support new research projects.

We tracked MI kindergarteners through 6th grade in the state's two big choice programs (inter-district & charter). Half of initial choosers exit by 6th grade, but residential moves explain far more of that churn than student or school characteristics do. 2/6

Danielle Edwards reposted

Erica Harbatkin

@harbatkat.bsky.social

4 Sept

We are hiring a tenure track assistant professor of educational leadership and policy at FSU for the 2026-27 year! I am co-chairing the search, so feel free to reach out with questions. jobs.omni.fsu.edu/psc/sprdhr_e...

Danielle Edwards reposted

Matthew A Kraft

@matthewakraft.com

6 Aug

Brown just opened a cluster hire for two tenure-track positions in Education Policy. Come join our vibrant community of scholars at @brownedudept.bsky.social & @annenberginstitute.bsky.social! apply.interfolio.com/190527 Please help spread the word.

Danielle Edwards reposted

Annenberg Institute

@annenberginstitute.bsky.social

26 June

NOW HIRING: Prof. Matthew Kraft is seeking to hire a Research Associate or Sen. Research Associate, depending on applicant experience, to collaborate on a broad agenda related to research on the teacher labor market. 🔗 Research Associate: buff.ly/PHwZYrT 🔗 Senior Research Associate: buff.ly/4AvkvQx

buff.lyResearch AssociateJob Description: About Brown: Brown University is a leading research university distinct for its student-centered learning and deep sense of purpose. Our students, faculty and staff are driven by the…

Danielle Edwards reposted

Matthew A Kraft

@matthewakraft.com

24 June

🚨 I'm hiring for a (Senior) Research Associate position to work with me on a broad research agenda focused on teacher labor markets. Great opportunity to be a part of the vibrant @annenberginstitute.bsky.social community of researchers at Brown University. Links in reply Please spread the word

Danielle Edwards reposted

Matthew A Kraft

@matthewakraft.com

20 Mar

So excited for this @aefpweb.bsky.social session on the teacher pipeline @ 8:15 am on Friday in Vevey 2 w/ @carlyrobinson.bsky.social @susannaloeb.bsky.social @brendanbartanen.bsky.social Don't miss @drdsedwards.bsky.social presenting new work on CTE education courses. #AEFP2026 Join us!

Danielle Edwards reposted

Educational Researcher - AERA

@erjournal-aera.bsky.social

26 Sept 2025

"Grow Your Own" (GYO) programs were created to encourage members of local communities to become teachers: aiming to address shortages and increase diversity within the profession. Researchers offer new ways to measure the effectiveness of such programs: bit.ly/3IcXMwz.

4 Sept 2025

My paper with @matthewakraft.com describing the variety of Grow Your Own teacher programs nationally is out in print in @erjournal-aera.bsky.social! EdResearcher: journals.sagepub.com/doi/10.3102/... Open Access: edworkingpapers.com/sites/defaul...

Danielle Edwards reposted

Paul Bruno

@paul-bruno.com

2 July 2025

New from Jennifer Nelson, Marisol Jimenez, and me in AERA Open: Hiring Under Constraint: How School Administrators Perceive and Respond to Centralized Screening by the District doi.org/10.1177/2332... Open access!

doi.orgSage Journals: Discover world-class researchSubscription and open access journals from Sage, the world's leading independent academic publisher.

Ecstatic that Grow Your Own: An Umbrella Term for Very Different Localized Teacher Pipeline Programs is out in Ed Researcher! doi.org/10.3102/0013... @matthewakraft.bsky.social & I explore how the term GYO is used, describe GYO program variation & examine alignment btwn GYO purposes & programming

newamerica.orgResearch Agenda: Grow Your Own TeachersThis research agenda identifies key questions and data sources that can be used to uncover how GYO programs shape education, influence teacher outcomes, affect school and district performance, improve...

Future research: We need to know what types of GYO programs are effective at improving the many outcomes associated w/ them. I contributed to a research agenda that outlines possible research questions & data needed to evaluate GYOs www.newamerica.org/education-po...

brookings.eduGrow Your Own teacher programs: What are they, and what can (and can’t) they accomplish?Grow Your Own teacher programs can reduce teacher shortages, promote teacher diversity, and lead to improved teacher retention.

Want to know more? Check out our @brookings.edu blog post too! www.brookings.edu/articles/gro...

doi.orgSage Journals: Discover world-class researchSubscription and open access journals from Sage, the world's leading independent academic publisher.

We conclude that GYO programs are macro category describing a diverse class of teacher pipeline programs rather than a specific recruitment strategy. We need more precise language to describe them to ensure we are talking about the same thing!

We propose a classification scheme that suggests that we should refer to GYO programs by their target population &/or programming. E.g. a GYO HS teaching scholarship, a GYO teacher residency, a GYO para cert program.

doi.orgSage Journals: Discover world-class researchSubscription and open access journals from Sage, the world's leading independent academic publisher.

However, few high school GYO initiatives directly lead to or provide support towards certification. Over 90% of GYOs targets adults require participants to become certified w/ 70% offering financial assistance towards cert

While GYO programs have the potential to increase tchr diversity, reduce shortages, & improve tchr quality & retention, few GYO initiatives have program features aligned w/ these goals

doi.orgSage Journals: Discover world-class researchSubscription and open access journals from Sage, the world's leading independent academic publisher.

Other than that they don’t have much else in common. They vary widely in their other purposes, who they target for participation, & programming. We found 49 unique combinations of participant types & program features across 65 GYO programs!

The most common type of GYO program encourages high school students to become teachers through coursework, extracurricular activities or teaching scholarships

doi.orgSage Journals: Discover world-class researchSubscription and open access journals from Sage, the world's leading independent academic publisher.

We find that most GYO programs aim to expand teacher supply by recruiting individuals from the local community to become teachers. But…

11 Apr 2025

Excited to share the @newamerica.org Grow Your Own (GYO) Teacher Research Agenda I co-authored w/ Amaya Garcia Brad Carl Conra Gist Jason Greenberg Motamedi Jenny Seelig & Roey Ahram! We know little about the effectiveness of GYO programs. We need more research! www.newamerica.org/education-po...

11 Apr 2025

GYO programs are difficult to study. They’re small size, their effects take years to observe plus we need for connected data across institutions & a good comparison group to study them.

11 Apr 2025

To remedy this, we outline important research questions & the specific data we need to evaluate them. We hope GYO programs, district & prep program leaders, & funders use this research agenda to inform their data collection & evaluation efforts!

Danielle Edwards reposted