Shaun M. Dougherty
Assistant Professor of Education Policy
Expertise: Education Policy, Quantitative Policy Analysis, Economics of Education, Career and Technical Education
Assistant Professor of Education Policy & Leadership
Affiliated Faculty, Department of Public Policy
Ed.D., Quantitative Policy Analysis, Harvard Graduate School of Education
EdM, Special Studies, Harvard Graduate School of Education
MS, Educational Administration, Gwynedd-Mercy College
BS, Mathematics/ Economics, University of Massachusetts – Amherst
Areas of Expertise:
Economics of Education
Career & Technical Education
Shaun M. Dougherty is an Assistant Professor of Education Policy and Leadership at the Neag School of Education and an affiliated faculty member in the Department of Public Policy at the University of Connecticut. He holds a doctoral degree in quantitative policy analysis from Harvard University as well as a master’s degree in educational administration from Gwynedd Mercy University. His work focuses on applied quantitative analysis of education policies and programs, including career and technical education, with an emphasis on understanding how PreK-12 policies and programs impact student outcomes. In particular, he emphasizes how policies and practices affect educational equity related to race, class, gender, and disability. Dougherty is a former high school mathematics teacher and assistant principal. His work has appeared in the Journal of Research on Educational Effectiveness, Education Evaluation and Policy Analysis, and Education Finance and Policy. In addition, he has conducted policy research for Center for Education Policy Research at Harvard University, the Massachusetts Department of Elementary and Secondary Schools, and the Thomas B. Fordham Institute.
Weiner, J., & Dougherty, S.M. (2016). Bending or Breaking?: Exploring the Intersection between Charter Schools Principles and ESEA Waivers. Planning & Changing, 47(1/2).
Weiner, J., Donaldson, M., Dougherty, S.M., Studying Up: Regression Discontinuity Evidence of the Effects of Receiving Commended Status Under a Waiver to No Child Left Behind (Accepted, Leadership & Policy in Schools)
Cooper, J.N., Davis, T., & Dougherty, S.M., Not So Black and White: A Multi-Divisional Exploratory Analysis of Male Student-Athletes’ Experiences at National Collegiate Athletic Association (NCAA) Institutions (Accepted, Sociology of Sport Journal)
Dougherty, S.M., Goodman, J., Hill, D., Litke, E., & Page, L. (2015). Middle school math acceleration and equitable access to 8th grade algebra: Evidence from the Wake County Public School System, Education Evaluation and Policy Analysis, 37(1S), 80S-101S.
Dougherty, S. M. (2015). Bridging the discontinuity in adolescent literacy? Mixed evidence from a middle grades intervention, Education Finance and Policy, 10(2), 157-192.
Kraft, M. A., & Dougherty, S. M. (2013) The effect of teacher-family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6(3). 199-222.
Emerging Education Policy Scholar – Thomas B. Fordham Institute, American Enterprise Institute
Association for Education Finance and Policy
Association for Public Policy Analysis and Management
Society for Research on Educational Effectiveness
American Education Research Association
In the News:
Fordham Report Highlights Value of CTE (CTE Policy Watch)
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|Office Location||Hartford Times Building, Office 422|