Skip to main content


Accepted Manuscripts in Press

Cannon, C., Davis, C.R., & Fuller, S.C. (2020). Preparing for the next disaster: Understanding how hurricanes affect educators & schooling. AASA Journal of Scholarship & Practice.17(2) 6-15.


McEachin, A., Lauen D.L., Fuller, S.C., & Perera, R.M. (2020).  Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation. Economics of Education Review, 76.


Bastian, K.C& Fortner, C.K. (2020). Is less more? Subject-area specialization and outcomes in elementary schools. Education Finance and Policy, 15(2), 357-382.



A Degree Above? The Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree


Bastian, K.C., Sun, M., & Lynn, H. (2019). What do surveys of program completers tell us about teacher preparation quality? In press, Journal of Teacher Education.


Bastian, K.C., Akos, P., Domina, T., & Griffard, M. (2019). Understanding the allocation of student support personnel in public schools. AERA Open, 5(4), 1-17.


Akos, P., Bastian, K.C., Domina, T., & Munoz de Luna, L.M. (2019). Recognized ASCA Model Program (RAMP) and Student Outcomes in Elementary and Middle Schools. Professional School Counseling, 22(1), 1-9.



Bastian, K. & Fuller S.C. (2018). Answering the Bell: High School Start Times and Student Academic Outcomes. AERA Open. 4 (4).


Bastian, K.C. & Janda, L. (2018). Does quantity affect quality? Teacher course preparations and effectiveness. Journal of Research on Educational Effectiveness, 11(4), 535-558.


Bastian, K.C., Lys, D., & Pan, Y. (2018). A framework for improvement: Analyzing performance assessment scores for evidence-based teacher preparation program reforms. Journal of Teacher Education, 69(5), 448-462.


Bastian, K.C., Patterson, K.M., & Pan, Y. (2018).  Evaluating teacher preparation programs with teacher evaluation ratings: Implications for program accountability and improvement. Journal of Teacher Education, 69(5), 429-447.



Bastian, K.C., McCord, D.M., Marks, J.T., & Carpenter, D. (2017) A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention. American Educational Research Association Open, 3(1), 1–17.


Lauen, D., Barrett, N., Fuller, S.C., & Janda, L. (2017). “Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes.” American Journal of Education. 123(4) 523-551.



Bastian, K.C., Marks, J.T. (2016) Connecting Teacher Preparation to Teacher Induction: Outcomes for Beginning Teachers in a University-Based Support Program in Low-Performing Schools. (online)


Bastian, K.C., Henry, G.T., Pan, Y., Lys, D. (2016) Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement. Teaching and Teacher Education,  59, 1-12.



Fortner, C.K., Kershaw, D.C., Bastian, K.C., Lynn, H.H., (2015) Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers Who Were Teaching Assistants First. Teachers College Record, 117, 110307.


Bastian, K.C., & Henry, G.T. (2015).  Teachers without borders:  Consequences of teacher labor force mobility.  Educational Evaluation and Policy Analysis, 37(2), 163-183.


Bastian, K.C., & Henry, G.T. (2015).  The apprentice:  Pathways to the principalship and student achievement. Educational Administration Quarterly, 51(4), 600-639.



Henry, G.T., Purtell, K.M., Bastian, K.M., Fortner, C.K., Thompson, C.L., Campbell, S.L. & Patterson, K.M. (2014). The effects of teacher entry portals on student achievement. Journal of Teacher Education, 65(1), 7-23.


Henry, G.T., Bastian, K.C., Fortner, C.K., Kershaw, D.C., Purtell, K.M., Thompson, C.L., & Zulli, R.A. (2014).  Teacher preparation policies and their effects on student achievement. Education Finance and Policy, 9(3):  264-303.



Bastian, K.C., Henry, G. T. & Thompson, C. L. (2013). Incorporating access to more effective teachers into assessments of educational resource equity. Education Finance and Policy, 8(4), 560-580.


Henry, G.T., Smith, A.A., Kershaw, D., & Zulli-Lowe, R.A. (2013). Formative evaluation: Estimating preliminary outcomes and testing rival explanations. American Journal of Evaluation, 34 (4), 465-485.


Henry, G.T., Campbell, S.L., Thompson, C.L., Patriarca, L.A., Luterbach, K.J., Lys, D.B. & Covington, V.M. (2013). The Predictive Validity of Measures of Teacher Candidate Programs and Performance:  Toward an Evidence-Based Approach to Teacher Preparation. Journal of Teacher Education, 64(5), 439-453.



Henry, G.T., Kershaw, D., Zulli-Lowe, R.A., & Smith, A.A. (2012). Incorporating teacher effectiveness into teacher preparation program evaluation. Journal of Teacher Education, 63(5), 335-355.


Henry, G.T., Bastian, K.C., & Smith, A.A. (2012). Scholarships to Recruit the “Best and Brightest” into Teaching:  Who Is Recruited, Where Do They Teach, How Effective Are They, and How Long Do They Stay? Educational Researcher, 41(3), 83-92.


Henry, G.T., Fortner, C.K., Bastian, K.C. (2012). The Effects of Experience and Attrition for Novice High-School Science and Mathematics Teachers. Science, 335, 1118-1121.



Henry, G.T., Bastian, K.C., & Fortner, C.K. (2011). Stayers and Leavers:  Early-career Teacher Effectiveness and Attrition. Educational Researcher, 40(6), 271-280.



Henry, G.T., Fortner, C.K., Thompson, C.L. (2010). Targeted Funding for Educationally Disadvantaged Students:  A Regression Discontinuity Estimate of the Impact on High School Student Achievement. Educational Evaluation and Policy Analysis, 32(2), 183-204.