*denotes equal authorship
*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.
*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.
*Carbonari, M. V., DeArmond, M., Dewey, D., Dizon-Ross, E., Goldhaber, D., Kane, T.J., McDonald, A., McEachin, A., Morton, E., Muroga, A., Salazar, A., & Staiger, D. O. (2024). Impacts of Academic Recovery Interventions on Student Achievement in 2022-23. CALDER Working Paper No. 303-0724.
Morton, E., & Dewil, E. (2024). Impacts of Four-Day School Weeks on Teacher Recruitment and Retention and Student Attendance: Evidence from Colorado. CALDER Working Paper No. 307-0924.