AERA Announces 2020 Recipients of Dissertation and Research Grant Awards
AERA Announces 2020 Recipients of Dissertation and Research Grant Awards
 
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January 2021
 

New AERA-NSF Grants Program Dissertation Grantees


Recipient

 Project Title




Lynneah Brown
Pennsylvania State University

 ​Impacts of Tennessee's Performance-Based Funding Policy on STEM Degree Production at Four-Year Universities: A Longitudinal Analysis Using a Difference-in-Differences Design




Kennan Cepa
University of Pennsylvania

 ​Substitute or Supplement? Parent Loans for Undergraduate Students (PLUS) and the Implications for Inequality



Tasminda Dhaliwal
University of Southern California

 ​No Place Like Home: A Study of the Contextual Factors Shaping Experiences of Student Homelessness and the Effects of
Affordable Housing Development on Homeless and Mobile Students



Brian Fitzpatrick
University of Notre Dame

 “Math People" Need Not Apply: Mathematics Achievement, Math Self-Efficacy, and Gender in the Selection into Elementary Education and Its Effect on Student Learning




Jill Gandhi
New York University

 How Families' Resources, Constraints, and Contexts Influence Their Children's Early Care and Education Experiences




Sophie Litschwartz
Harvard University 

 Characterizing Cross-Site Variation in Local Average Treatment Effects in Multisite
RDD Contexts with an Application to High School Math Graduation Requirements




Zoe Mandel
Pennsylvania State University

 The Principles of Principals: The Impact of School Leader Characteristics on Teacher Turnover


Rachel Perera
Pardee RAND Graduate School
(Joint AERA-Minority Dissertation Fellowship and AERA-NSF Grants Program scholar. )

 Examining Federal Investigations of Racial Discrimination in School Discipline




Theo Pippins
Teachers College, Columbia University 

 Nudges to College Access: Does SAT Testing Improve College Enrollment and Choices for Disadvantaged Students?




Kirsten Slungaard Mumma
Harvard University

 Language Skills and Immigrant Success




Yangyang Wang
Pennsylvania State University

 Do Inhibitory Control Difficulties Help Explain Peer Victimization in U.S. Elementary Schools?




Jeremy Wright-Kim
University of Pennsylvania

 Enrollment and Revenue: An Exploration of the Community College Baccalaureate



Qing Zhang
University of California, Irvine

 Addressing Challenges to the Scale-up of Effective Early Childhood Programs
in the Changing Landscape of Early Childhood Education

 

New AERA-NSF Grants Program Research Grantees


Recipient

 Project Title



Emily Daubert
University of Hawaii

 Dual Language Learning, Working Memory, and Math Achievement in Kindergarten


 

Jason Garvey
University of Vermont

 ​Queering Student Success: Exploring Structural Relationships for QT Student College Enrollment



Bryan Keller
Teachers College, Columbia University 

 ​Assessment and Demonstration of Methods for Estimating Heterogeneous Treatment Effects with Large-Scale Observational Data


Jihyun Kim
(Co-Principal Investigator)
Lehigh University

Esther Lindström
(Principal Investigator)
Lehigh University

 Effects of Dual Licensure on Student Mathematics Achievement




Michael Little
North Carolina State University

 Estimating the Relationship Between Preschool Attendance and Executive Function in Elementary School




Scott Peters
University of Wisconsin, Whitewater

 Equity in Advanced Learning: What Makes for a Successful School?




Elizabeth Rivera Rodas
Montclair State University

The Impact of Gentrification on Mathematics Achievement of Latino High School Students




Jacqueline Sims
Boston University

Prospective Links between Maternal Depressive Symptoms and Children's School Readiness Skills and Well Being among Black/African American Families: Early Care and Education as a Protective Resource