Working Papers

*denotes equal authorship

Academic COVID Recovery

*Carbonari, M. V., Davison, M., DeArmond, M., Dewey, D., Dizon-Ross, E., Goldhaber, D., Hashim, A., Kane, T.J., McEachin, A., Morton, E., Patterson, T., & Staiger, D. O. (2022). The Challenges of Implementing Academic COVID Recovery Interventions: Evidence from the Road to Recovery Project. CALDER Working Paper No. 275-1222. [link]

*Callen, I., Goldhaber, D., Kane, T. J., McDonald, A., McEachin, A., & Morton, E. (2024). Pandemic Learning Loss by Student Baseline Achievement: Extent and Sources of Heterogeneity. CALDER Working Paper No. 292-0224. [link]

*Callen, I., Carbonari, M. V., DeArmond, M., Dewey, D., Dizon-Ross, E., Goldhaber, D., Isaacs, J., Kane, T. J., Kuhfeld, M., McDonald, A., McEachin, A., Morton, E., Muroga, A., & Staiger, D. O. (2023). Summer School as a Learning Loss Recovery Strategy after COVID-19: Evidence from Summer 2022. CALDER Working Paper No. 291-0823. [link]

Four-Day School Weeks

Morton, E., & Dewil, E. Impacts of Four-Day School Weeks on Teacher Recruitment and Retention: Evidence from Colorado.