Research
Publications and Working Papers
Dee, T. S., & Huffaker, E. (2026). Accelerating opportunity: Evidence from the Algebra I Initiative. American Educational Research Journal. https://doi.org/10.3102/00028312251408539
Huffaker, E., Lee, M., Zhou, H., Robinson, C., & Loeb, S. (2025). Beyond the one-teacher model: Experimental evidence on using embedded paraprofessionals as personalized instructors. (EdWorkingPaper: 25-1326). Annenberg Institute at Brown University. https://doi.org/10.26300/pzy2-wr51
Huffaker, E., Robinson, C., Bardelli, E., White, S., & Loeb, S. (2025). When interventions don’t move the needle: Insights from null results in education research. (EdWorkingPaper: 25-1259). Annenberg Institute at Brown University. https://doi.org/10.26300/58dd-6d02
Huffaker, E., Novicoff, S., & Dee, T. S. (2025). Ahead of the game? Course-taking patterns under a math pathways reform. Educational Researcher. https://doi.org/10.3102/0013189X241309642
Huffaker, E. (2025). Evidence-based practices for Algebra I access, placement, and success. EdResearch for Action.
Cohodes, S. R., Ho, H., Huffaker, E., & Robles, S. C. (2024). Residential vs. online? Experimental evidence on diversifying the STEM pipeline. AEA Papers and Proceedings, 114, 507-11. https://doi.org/10.1257/pandp.20241016
Dee, T. S., Huffaker, E., Phillips, C., & Sagara, E. (2023). The revealed preferences for school reopening: Evidence from public-school disenrollment. American Educational Research Journal, 60(5), 916-940. https://doi.org/10.3102/00028312221140029
Media Coverage and Recognition
November 2025 - I was interviewed by Education Week about research on access to Algebra I for high-achieving students of color, and separately about challenges in scaling tutoring programs. The 74 also featured my comments on lessons from a Texas tutoring program.
September 2025 - I commented in Education Week on math and career education becoming top grant priorities for the U.S. Department of Education.
July 2025 - Education Week covered research on middle school course-taking policies and early Algebra I enrollment.
May 2025 - The 74 interviewed me for a feature on algebra placement and timing. Chalkbeat cited my expertise in coverage of gender gaps in math achievement following the return to in-person learning.
January 2025 - I co-authored an op-ed with C. Claiborne for the Fordham Institute on connecting the math pipeline from algebra to calculus (or stats).
November 2024 - Stanford GSE News featured my work evaluating a math detracking reform. The Hechinger Report profiled my research on ninth-grade algebra placement in its Proof Points series. The SM Daily Journal covered the Sequoia Union detracking study results.
May 2024 - Two of my co-authored studies on Algebra I policy were referenced in a New York Times editorial on the role of algebra in addressing math achievement gaps.
May 2023 - My research with Sarah Novicoff and Thomas S. Dee on a high school math pathways reform in San Francisco was covered by Education Week, The Economist, and local outlets including The San Francisco Chronicle.
March 2023 - I was invited, with Thomas S. Dee, to present insights from this project at the 2023 Circle Night Lecture at the Stanford University Graduate School of Education.
December 2021 - The Fordham Institute named this paper the top education study of 2021, and The 74 featured it in “16 Charts that Changed the Way We Looked at America’s Schools in 2021”. This study was also featuerd in a list of the “top 10+ journalism collaborations of 2021”.
August 2021 - The New York Times featured insights from the Stanford School Enrollment Project and my study of public school disenrollment during COVID-19 with Thomas S. Dee and Big Local News journalists Cheryl Phillips and Eric Sagrara.