Peer-Reviewed Journal Articles

* = alphabetical/equal authorship; # = student co-author

*Barrett, N., McEachin, A., Mills, J., & Valant, J. (Forthcoming). Disparities in student discipline by race and family income. Journal of Human Resources.

Carlson, D., Bell, E., Lenard, M.,Cowen, J.M., & McEachin, A. (Forthcoming). Socioeconomic-based School assignment policy and racial segregation levels: Evidence from the Wake County Public School System. American Educational Research Journal.

Domina, T., McEachin, A., Hanselman, P.,  Agarwal, P., Hwang, N., & Lewis, R. (2019). Beyond tracking and detracking: The dimensions of organizational differentiation in schools. Sociology of Education, 92(3), 293–322. [Link to pre-publication version]

Wrabel, S.L., Saultz, A., Polikoff, M.S., McEachin, A., & Duque, M. (2018). The politics of the Elementary and Secondary Education Act Waivers. Educational Policy, 32(1), 117-140. [Link to pre-publication version]

Saultz, A., White, R. S., McEachin, A., Fusarelli, L. D., & Fusarelli, B. C. (2017). Teacher quality, distribution and equity in ESSA. Journal of School Leadership, 27(5), 652-673.

McEachin, A., & Atteberry, A. (2017). The impact of summer learning loss on measures of school performance. Education Finance and Policy, 12(4), 468–491. [Link to pre-publication version]

Saultz, A., Fusarelli, L., & McEachin, A. (2017).The Every Student Succeeds Act, the decline of the federal role, and the curbing of Executive Authority. Publius, 47(3), 426-444.

Adams, E. L., Carrier, S. J., Minogue, J., Porter, S. R., McEachin, A., Walkowiak, T. A., & Zulli, R. A. (2017).The development and validation of the Instructional Practices Log in Science (IPL-S): A measure of K-5 science instruction. International Journal of Science Education, 39(3), 335-357.

*Ahn, J., & McEachin, A. (2017). Student enrollment patterns and achievement in Ohio's online charter schoolsEducational Researcher, 46(1), 44-57.

McEachin, A., Welsh, R., & Brewer , D.J. (2016). Student achievement within a portfolio management model: Early results from New Orleans. Educational Evaluation and Policy Analysis, 38(4), 669-691.

Saultz, A., McEachin, A., & Fusarelli, L. (2016). Waivering as governance: Federalism during the Obama AdministrationEducational Researcher, 45(6), 358-366.

*Domina, T., Hanselman, P., Hwang, N., & McEachin, A. (2016). Detracking and tracking up: Mathematics course placements in California middle schools, 2003-2013. American Educational Research Journal, 53(4), 1229-1266. [Link to pre-publication version]

*Welsh, R., Duque, M., McEachin, A. (2016).School choice, student mobility and school quality: Evidence from post-Katrina New Orleans. Education Finance and Policy,  11(2), 150-176. [Link to pre-publication version]. This paper was previously circulated as "Fair or foul? Student mobility, charter schools, and student  subgroups in post-Katrina New Orleans".

*Domina, T., McEachin, A.,  Penner, A., & Penner, E., (2015). Aiming high and falling short: California’s 8th grade algebra-for-all effort.  Educational Evaluation and Policy Analysis, 37(3), 275-295. [Link to pre-publication version]

*Lankford, H., Loeb, S., McEachin, A., Miller, L.C., & Wyckoff, J. (2014). Who enters teaching? Encouraging evidence that the status of teaching is improvingEducational Researcher, 43(9). 444-453. [Link to pre-publication version]

Strunk, K., & McEachin, A. (2014). More than sanctions: California’s use of intensive technical assistance in a high-stakes accountability context to close achievement gaps. Educational Evaluation and Policy Analysis, 36(3), 281-306. [Link to pre-publication version]

Strunk, K., McEachin, A., & Westover, T. (2014). Does intensive district-level technical assistance improve student achievement? An evaluation of California's District Assistance and Intervention Teams. Journal of Policy Analysis and Management, 33(3), 719-751. [Link to pre-publication version]

Polikoff, M.S., McEachin, A., Wrabel, S.L., & Duque, M. (2014). Waive of the future: School accountability in the waiver era.  Educational Researcher, 43(1), 45-54[Link to pre-publication version]

McEachin, A. & Polikoff, M. (2012). We are the 5%: Which schools would be held accountable under a proposed revision of the Elementary and Secondary Education Act? Educational Researcher, 41(7), 243-251.  [Link to pre-publication version]

Strunk, K.O., & McEachin, A. (2011). Do teachers' union contracts restrict districts' abilities to meet accountability goals? The relationship between teachers' union contracts and district performance under the No Child Left Behind Act. American Educational Research Journal, 48(4), 871-903. [Link to publication]

Peer-Reviewed Reports

McEachin, A., Schweig, I., #Perera, R., & Opper, I.M. (2018). Validation Study of the TNTP Core Teaching Rubric. Santa Monica, CA: RAND Corporation.

Augustine, C.H., McCombs, J.S., Pane, J.F., Schwartz, H.L., Schweig, J., McEachin, A., & Siler-Evans, K. (2016). Learning from summer: Effects of voluntary summer learning programs on low-income urban youth. Santa Monica, CA: RAND Corporation. 

Working Papers

Papers Under Review

Atteberry, A., & McEachin, A. School's out: The role of summers in understanding achievement disparities.

Atteberry, A., Wedow, R., Cook, N.J., & McEachin, A. Lost in transition: A replication of a quasi-experimental approach to estimating middle school structural transition effects on student learning trajectories.

*Fuller, S.C., Horvath, J., Lauen, D., & McEachin, A. Charter high school impacts on stayers and entrants.

*,# Kho, A., Zimmer, R, & McEachin, A. A descriptive analysis of cream-skimming and pushout in choice versus traditional public schools. Revisions Submitted to Education Finance and Policy.

McEachin, A., Domina, T., & Penner, A. Understanding the effects of middle school algebra: A regression discontinuity approach. Revisions Requested at Journal of Policy Analysis and Management.

McEachin, A., Lauen, D.L., Fuller, S.C., & #Perera, R. Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation. Revisions Requested at Economics of Education Review.

Book Chapters

Hamilton, L.S., & McEachin, A. (2019). Accountability and School Choice. In Berends, M., Primus, A., & Springer, M.G. (eds.), Handbook of Research on School Choice (2nd ed.). New York, NY: Routledge.

Atteberry, A., & McEachin, A. (2016). School's Out: Summer Learning Loss across Grade Levels and School Contexts in the U.S. Today.  In Alexander, K., Pitcock, S., & Boulay, M. (eds.), The Summer Slide: What We Know and Can Do About Summer Learning Loss. New York, NY: Teachers College Press.

McEachin, A., McCombs, J., & Augustine, C. (2016). What Constitutes an Effective Summer Learning Program? In Alexander, K., Pitcock, S., & Boulay, M. (eds.), The Summer Slide: What We Know and Can Do About Summer Learning Loss. New York, NY: Teachers College Press.

Fusarelli, L., Saultz, A., & McEachin, A. (2016). A Growing Trend: The Cases of Home schooling in North Carolina & Ohio. In Cooper, B.S., Speilhagen, F.R., & Ricci, C. (eds.), Homeschooling in New View. Charlotte, NC: IAP.

McEachin, A., & Atteberry, A. (2016). An Endless Summer: The Role of Summer Learning Loss in School Accountability Policies. In Gottfried, M., & Conchas, G. (eds.), When School Policies Backfire: How Well-Intended Measures Can Harm Our Most Vulnerable Students.  Cambridge, MA: Harvard Education Press.

McEachin, A. (2015). Agency Theory. In Brewer, D.J., & Picus, L. (eds.), Encyclopedia of Education Economics and Finance, New York, NY: Sage.

McEachin, A. (2015). Teacher intelligence. In Brewer, D.J., & Picus, L. (eds.), Encyclopedia of Education Economics and Finance, New York, NY: Sage. 

McEachin, A., & Brewer, D.J. (2013). Teacher intelligence. In J.A.C. Hattie, & E.M. Anderman (eds.). The International handbook of student achievement.

McEachin, A. , & Brewer, D.J. (2012)Economics of urban education. In Gallagher, K.S., Goodyear, R., Brewer, D.J., & Rueda, R. (eds.). Urban Education: A Model for Leadership and Policy (pp. 67-82), New York, NY: Routledge.  

Other Publications

McEachin, A. (2014). Is the California High School Exit Exam (CAHSEE) an appropriate outcome for the study of middle school algebra.

Polikoff, M.S., McEachin, A., Wrabel, S., & Duque, M. (2014). Fix the Waivers Before It's Too Late. Education Weekly, 33(36).  

Polikof, M.S., McEachin, A., Wrabel, S., & Duque, M. (2014). Grading the No Child Left Behind waivers. Washington, D.C.: American Enterprise Institute

Polikoff, M.S., & McEachin, A. (2013). Fixing the Academic Performance Index. Policy Analysis for California Education Policy Brief.

Bridges, M., Fuller, B., McEachin, A., Pelayo, I., & Finklestein, N. (2010).  Decentralizing resources in Los Angeles high schools—California's Quality Education Investment Act.  Policy Analysis for California Education Working Paper.