Peer Reviewd Journal Articles
* = alphabetical/equal authorship; # = student co-author
Kuhfeld, M., Soland, J., Register, B., & McEachin, A. (Forthcoming). Testing an explanation for summer learning loss: Differential examinee effort between spring and fall. Educational Evaluation and Policy Analysis.
*Goldhaber, D., Kane, T.J., McEachin, A., Morton, E., Patterson, T., & Staiger, D.O. (Forthcoming). The Educational Consequences of Remote and Hybrid Instruction During the Pandemic. American Economic Review: Insights.
Atteberry, A., Wedow, R., Cook, N.J., & McEachin, A. (2022). Lost in transition: A replication of a quasi-experimental approach to estimating middle school structural transition effects on student learning trajectories. Educational Policy, 36(7), 1612–1651.
Schweig, J., McEachin, A., Kuhfeld, M., Mariano, L.T., & Diliberti, M.K. (2022). Allocating resources for COVID-19 recovery: a comparison of three indicators of school need. Educational Assessment, 27(2), 152-169.
#Kho, A., Zimmer, R, & McEachin, A. (2022). A descriptive analysis of cream-skimming and pushout in choice versus traditional public schools. Education Finance and Policy, 17(1), 160–187.
Domina, T., Carlson, D., #Carter, J., #Lenard, M., McEachin, A., & #Perera, R. (2021). The Kids on the Bus: The Academic Consequences of Diversity-Driven School Reassignments. Journal of Policy Analysis and Management, 40(4), 1197-1229. Vernon Memorial Prize
*Barrett, N., McEachin, A., Mills, J., & Valant, J. (2021). Disparities in student discipline by race and family income. Journal of Human Resources, 56(3), 711-748.
Atteberry, A., & McEachin, A. (2021). School's out: The role of summers in understanding achievement disparities. American Educational Research Journal, 58(2), 239-282.
Atteberry, A., & McEachin, A. (2020). Not Where You Start, But How Much You Grow: An Addendum to the Coleman Report. Educational Researcher, 49(9), 678-685.
McEachin, A., Domina, T., & Penner, A.(2020). Heterogeneous effects of early algebra across California middle schools. Journal of Policy Analysis and Management, 39(3), 772-800.
McEachin, A., Lauen, D.L., Fuller, S.C., & #Perera, R. (2020). Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation. Economics of Education Review, 76, 101983.
Carlson, D., Bell, E., Lenard, M.,Cowen, J.M., & McEachin, A. (2020). Socioeconomic-based School assignment policy and racial segregation levels: Evidence from the Wake County Public School System. American Educational Research Journal, 57(1), 258-304.
Domina, T., McEachin, A., Hanselman, P., Agarwal, P., Hwang, N., & Lewis, R. (2019). Beyond tracking and detracking: The dimensions of organizational differentiation in schools. Sociology of Education, 92(3), 293–322.
Wrabel, S.L., Saultz, A., Polikoff, M.S., McEachin, A., & Duque, M. (2018). The politics of the Elementary and Secondary Education Act Waivers. Educational Policy, 32(1), 117-140.
Saultz, A., White, R. S., McEachin, A., Fusarelli, L. D., & Fusarelli, B. C. (2017). Teacher quality, distribution and equity in ESSA. Journal of School Leadership, 27(5), 652-673.
McEachin, A., & Atteberry, A. (2017). The impact of summer learning loss on measures of school performance. Education Finance and Policy, 12(4), 468–491.
Saultz, A., Fusarelli, L., & McEachin, A. (2017).The Every Student Succeeds Act, the decline of the federal role, and the curbing of Executive Authority. Publius, 47(3), 426-444.
Adams, E. L., Carrier, S. J., Minogue, J., Porter, S. R., McEachin, A., Walkowiak, T. A., & Zulli, R. A. (2017).The development and validation of the Instructional Practices Log in Science (IPL-S): A measure of K-5 science instruction. International Journal of Science Education, 39(3), 335-357.
*Ahn, J., & McEachin, A. (2017). Student enrollment patterns and achievement in Ohio's online charter schools. Educational Researcher, 46(1), 44-57.
McEachin, A., Welsh, R., & Brewer , D.J. (2016). Student achievement within a portfolio management model: Early results from New Orleans. Educational Evaluation and Policy Analysis, 38(4), 669-691.
Saultz, A., McEachin, A., & Fusarelli, L. (2016). Waivering as governance: Federalism during the Obama Administration. Educational Researcher, 45(6), 358-366.
*Domina, T., Hanselman, P., Hwang, N., & McEachin, A. (2016). Detracking and tracking up: Mathematics course placements in California middle schools, 2003-2013. American Educational Research Journal, 53(4), 1229-1266.
*Welsh, R., Duque, M., McEachin, A. (2016). School choice, student mobility and school quality: Evidence from post-Katrina New Orleans. Education Finance and Policy, 11(2), 150-176. Note: This paper was previously circulated as "Fair or foul? Student mobility, charter schools, and student subgroups in post-Katrina New Orleans".
*Domina, T., McEachin, A., Penner, A., & Penner, E., (2015). Aiming high and falling short: California’s 8th grade algebra-for-all effort. Educational Evaluation and Policy Analysis, 37(3), 275-295.
*Lankford, H., Loeb, S., McEachin, A., Miller, L.C., & Wyckoff, J. (2014). Who enters teaching? Encouraging evidence that the status of teaching is improving. Educational Researcher, 43(9). 444-453.
Strunk, K., & McEachin, A. (2014). More than sanctions: California’s use of intensive technical assistance in a high-stakes accountability context to close achievement gaps. Educational Evaluation and Policy Analysis, 36(3), 281-306.
Strunk, K., McEachin, A., & Westover, T. (2014). Does intensive district-level technical assistance improve student achievement? An evaluation of California's District Assistance and Intervention Teams. Journal of Policy Analysis and Management, 33(3), 719-751.
Polikoff, M.S., McEachin, A., Wrabel, S.L., & Duque, M. (2014). Waive of the future: School accountability in the waiver era. Educational Researcher, 43(1), 45-54.
McEachin, A. & Polikoff, M. (2012). We are the 5%: Which schools would be held accountable under a proposed revision of the Elementary and Secondary Education Act? Educational Researcher, 41(7), 243-251.
Strunk, K.O., & McEachin, A. (2011). Do teachers' union contracts restrict districts' abilities to meet accountability goals? The relationship between teachers' union contracts and district performance under the No Child Left Behind Act. American Educational Research Journal, 48(4), 871-903.