Shaun M. Dougherty

Assistant Professor of Education & Public Policy

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

Educational Leadership & Department of Public Policy


Assistant Professor of Education & 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 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.


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.


Reviewer of the Year, Exceptional Children

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 432