Research

Publications and Working Papers

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

Huffaker, E., Novicoff, S. & Dee, T. (2023). Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform. (EdWorkingPaper: 23-734). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/yk56-yy47

Dee, T., 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

May 2024 - Two of my co-authored studies on Algebra I policy were referenced in a New York Times editorial by Brent Staples “Fixing the Calamity in U.S. Math Knowledge Starts With Algebra.”

May 2023 - My research with Sarah Novicoff and Thomas S. Dee on a controversial reform to high school math pathways in San Francisco was covered by Education Week, The Economist and local outlets including the 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.