Peer-Reviewed Journal Articles

“Gender Gaps in College Enrollment: The Role of Gender Sorting Across Public High Schools,” (with M.C. Long). Forthcoming, Educational Researcher.

“The Effect of Grade Placement on English Language Learners’ Academic Achievement.” Forthcoming, Educational Evaluation and Policy Analysis.

“Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion.” (with C.Chellman). Forthcoming 2013. Education Finance and Policy 8(3).

“Gender Sorting Across K-12 Schools in the U.S.” (with M.C. Long). American Journal of Education 119(3), 349-372, 2013.

“The Effects of High School Courses on Test Scores, High School Graduation, and Postsecondary Entry,” (with P. Iatarola and M.C. Long). American Educational Research Journal 49(2), 285-322, 2012.

“Determinants of High Schools' AdvancedCourse Offerings,” (with P. Iatarola and M.C. Long). Educational Evaluation and Policy Analysis 33(3), 340-359, 2011.

“The Effects of Immigrant Communities on Foreign-born Student Achievement,” (with A.E. Schwartz and L. Stiefel). International Migration Review 45(3), 675-701, 2011.

“Does Bilingual Education Interfere with English Language Acquisition?” Social Science Quarterly 91(4): 1103-1122, 2010.

“New Directions in Measuring Racial Isolation in School.” Education and Urban Society 42(3): 307-334, 2010.

“Age of Entry and the High School Performance of Immigrant Youth,” (with A.E. Schwartz and L. Stiefel). Journal of Urban Economics 67(3): 303-314, 2010.

“Why Are Men Falling Behind? Explanations for the Gender Gap in College Outcomes,” (with M.C. Long). The ANNALS of the American Academy of Political and Social Science 627(1): 184-214, 2010.

“Explaining Race, Gender, and Poverty Disparities in Advanced Course-Taking,” (with P. Iatarola and M.C. Long). Journal of Policy Analysis and Management 28(4): 555-576, 2009.

“Testing, Time Limits, and English Learners: Does Age of Entry Affect How Quickly Students Can Learn English?” Social Science Research 38(2): 383-396, 2009.

"Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses,” (with P. Iatarola and M.C. Long). Education Finance and Policy 4 (1):1-33, 2009.

“Immigration and Urban Schools: The Dynamics of Demographic Change in the Nation’s Largest School District,” (with I.G. Ellen and K. O'Regan). Education and Urban Society 41(3): 295-316, 2009.

“Undergraduate and Doctoral Education in Public Policy: What? Why? Why not? Whereto?” (with J. Cordes, H. Ladd, and M. Luger). Journal of Policy Analysis and Management 27(4): 1023-1041, 2008.

“Immigrant and Native-born Differences in School Stability and Special Education: Evidence from New York City,” (with A.E. Schwartz and L. Stiefel). International Migration Review 41(2): 402-431, 2007.

“Project Confirm: An Outcome Evaluation of a Program for Children in the Child Welfare and Juvenile Justice Systems,” (with T. Ross). Youth Violence and Juvenile Justice: An Interdisciplinary Journal 4(1): 97-115, 2006. Reprinted in Child Welfare: The Challenge of Integration. Timothy Ross(ed.). Washington, DC: Urban Institute Press. Chapter 9, 2009.

“Within-School Segregation in an Urban School District.” Educational Evaluation and Policy Analysis 27(3): 225-244, 2005.

“Foster Care and School Mobility,” (with M. Finkelstein). Journal of Negro Education 72(1): 1-9, 2003.

“Bridging Child Welfare and Juvenile Justice,” (with T. Ross).Child Welfare: Journal of Policy, Practice, and Program 81(3): 471-494, 2002. Reprinted in Child Welfare: The Challenge of Integration. Timothy Ross(ed.). Washington, DC: Urban Institute Press. Chapter 8, 2009.

Book Chapters & Monographs

“Immigrant Students and Education in the U.S.” (with R.Hinze-Pifer). in Douglas J. Besharov, Mark H. Lopez and Melissa Siegel (eds.) A World in Motion: Trends in Migration and Migration Policy. Washington, DC: Pew Hispanic Research Center, forthcoming.

"The Academic Development of Black Foreign-born Students in Miami-Dade." (with M.Hatch). in Randy Capps and Michael Fix (eds.) Young Children of Black Immigrants in America. Washington, DC: Migration Policy Institute, 2012

“Immigrant Gateway Type and the Immigrant Paradox,” (with M.S. Atwell). Chapter 10 in Cynthia García Coll and Amy Marks (ed.)Is Becoming an American a Developmental Risk? Washington, DC: American Psychological Association (APA) Books, 2011.

“Using Statistics in Evaluation,” (with K. Newcomer).Chapter 20 in Harry P. Hatry, Joseph S. Wholey, and Kathryn E. Newcomer (eds.) Handbook of Practical Program Evaluation, San Francisco, CA: Jossey-Bass, 2010.

“Special Educational Needs of Children in Immigrant Families,” (with E. Grigorenko).Chapter 8 in Elena Grigorenko and Ruby Takanishi (eds.) Immigration, Diversity, and Education, Abingdon, UK: Routledge/Taylor and Francis Group, 2009.

“Which Schools Have the Most Segregated Classrooms? A Look Inside New York City Schools.” pp. 12 to 25 in Barbara A. Arrighi and David J. Maume (eds.) Child Poverty in America Today: The Promise of Education. Westport, CT: Praeger Perspectives, 2007.

“Victim Needs and Services,” (with R. Davis)in David Levinson (ed.) The Encyclopedia of Crime and Punishment, Volume 4. Thousand Oakes, CA: Sage Publications, 2002. Papers Under Review and In Progress

"The Impact of Tuition Increases on Undocumented College Students" (with C. Chellman)

“Immigrant Peers and Academic Performance.”

“Do Public Universities Give Admissions Preferences to Males When Faced With Large Increases in their Female Enrollments? Evidence from the Texas Top 10% Plan” (with L. Dickson).

“Miami Public Pre-K and English Language Learners.” (with Y. Uchikoshi).

Policy Briefs, Technical Reports, and On-Line Papers

The Educational Experiences and Outcomes of Undocumented College Students. with C. Chellman. City University of New York Office of Policy Research, 2012.

How Long Does it Take Students To Reach Minimum English Proficiency? Implications for NCLB Reauthorization. with M. Hatch, J. McKinney, M.S Atwell, and A. Lamb. Institute for Education and Social Policy Brief, 2012.

Overcoming the Overlap Problem in the Child Welfare and Juvenile Justice Populations: Implementing, Evaluating, and Institutionalizing Project Confirm. with T.Ross, Z. Chahine, and J. van Straaten. Community Mental Health Report 4(3). Civic Research Institute, 2004.

Who are Our Students? A Statistical Portrait of Immigrant Students in New York City Elementary and Middle Schools. with A.E. Schwartz & L. Stiefel. The Urban Education Project, New York University, 2003.

Language Proficiency and Home Languages of Students in New York City Elementary and Middle Schools. with A.E. Schwartz & L. Stiefel. The Urban Education Project, New York University, 2003.

Alternative Regional Classifications of New York City’s Immigrant Students. with A.E. Schwartz and L. Stiefel. The Urban Education Project, New York University, 2003.

How Children’s Foster Care Experiences Affect Their Education. with A. Rebeck. New York, NY: Vera Institute of Justice, 2001.

Reducing the Foster Care Bias in Detention Decisions: The Impact of Project Confirm. with T. Ross. New York, NY: Vera Institute of Justice, 2001.

Bridging Child Welfare and Juvenile Justice: The Implementation Evaluation of Project Confirm. with T. Ross. New York, NY: Vera Institute of Justice, 2000.

Sustaining Employment: Factors Associated with Job Retention Among Ex-offenders. New York, NY: Vera Institute of Justice, 1999.

72-Hour Child Safety Conference Program: Assessing Implementation and Planning for Evaluation. New York, NY: Vera Institute of Justice, 1998.

Follow-up Study of the National Academy of Education/Spencer Foundation Postdoctoral Fellowship Program. with B. Gamse. Cambridge, MA: Abt Associates, Inc, 1997.

Follow-up Study of Families in the Even Start In-Depth Study: Final Report. with B. Gamse, D. Elson, and M. McCarthy. Cambridge, MA: Abt Associates, Inc, 1997.

Evaluation of the Head Start Family Service Center Demonstration Projects: Final Report. with J. Swartz, L. Bernstein, M. Levin, and L. Geitz.Cambridge, MA: Abt Associates, Inc, 1997.

Funded Research

National Science Foundation. “Evaluation of the Sustainability and Effectiveness of Inquiry-Based Advanced Placement Science Courses: Evidence from an In-Depth Formative Evaluation & Randomized Controlled Study.” (with M.C. Long and R. McGhee), 2012-2016.

Foundation for Child Development. “The Cumulative Effect of the Primary School Experience on English Language Learners.” (with Y. Uchikoshi), 2009-2011.

Institute of Education Sciences, Department of Education, “The Implications of High School Course Availability and Course-Taking for Achievement, Graduation, and Postsecondary Enrollment.” (with P. Iatarola and M.C. Long), 2007-2009.

George Washington University Columbian College Facilitating Fund (CCFF), “English Language Learners and Immigrants.” 2009-2010.

Foundation for Child Development. “Time to English Proficiency for Young English Language Learners.” 2007-2009.

Spencer Foundation. “Trajectories of Immigrant Performance Over Time.” (with A. E Schwartz and L. Stiefel), 2006-2009.

George Washington Institute of Public Policy. “Immigrant Incorporation.” 2006-2007.

University of Michigan National Poverty Center. “The Effect of Source-Country on the Academic Achievement of Foreign-born Students in New York City Public Schools.” 2005-2006.