Shaun M. Dougherty

Assistant Professor of Education Policy

Expertise: Education Policy, Quantitative Policy Analysis, Economics of Education, Career and Technical Education

Educational Leadership


Assistant Professor of Education Policy & Leadership

Affiliated Faculty, Department of Public Policy

Academic Degrees:

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:

Educational Policy

Economics of Education

Career & Technical Education

Research Methodology


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.

CV -Dougherty

Selected Publications/Presentations:

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

Emerging Scholars Small Grants, Institute for Research on Poverty

Taubman Center for State and Local Government Dissertation Fellow


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:

New Strategies for Old-School Vocational Training (OnPoint – WBUR)

Study Finds No Tracking Big Graduation Boost in Career Tech Focus (Education Week)

Fordham Report Highlights Value of CTE (CTE Policy Watch)

In Arkansas Study Shows Career and Technical Education Paying Off (US News)

CTE and College Going (Chronicle of Higher Education)

Escaping the Disability Trap (The Atlantic)

The Unintended Consequences of a Middle Grades Literacy Intervention

Scores Drop for Black Students, Rise for Others in Study of Expanded Reading Class

Institute for Research on Poverty’s Fast Focus highlight’s work on Building Human Capital & Economic Potential

For Students With Disabilities, Career and Technical Education Programs Offer More Than Just a Trade

Casual but Regular Teacher-Parent, Teacher-Student Communications Can Increase Both Engagement and Performance

Closing the Educational Achievement Gap

Teacher to Family Communication & Student Performance

CTE bill for career readiness could get lost between state flexibility and proven results

Contact Information
Phone959 200 3856
Office LocationHartford Times Building, Office 422