Shaun M. Dougherty
Assistant Professor of Education & Public 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 and Public Policy at the Neag School of Education and Department of Public Policy at the University of Connecticut. He holds a doctorate in quantitative policy analysis from Harvard University as well as a master’s degree in educational administration from Gwynedd Mercy University. His research and teaching interests focus on education policy analysis, causal program evaluation, and the economics of education, with expertise in career and technical education. In particular, he emphasizes how education can address human capital development as well as issues of equity related to race, class, gender, and disability. Dougherty is a former high school mathematics teacher and assistant principal. His work has been published in leading journals and has been cited by major media outlets. He has received research funding from the Institute for Education Sciences, the Smith Richardson Foundation, and the Institute for Research on Poverty, which also recognized him as an Early Career Scholar. In addition, he is a Strategic Data Project Faculty Adviser through the Center for Education Policy Research at Harvard University, and has conducted applied policy analysis with several states and large districts, as well as the Thomas B. Fordham Institute, and the Manhattan 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 432|