Cassandra Hart is associate professor of education policy. She
evaluates the effects of school, state and national education
programs, policies, and practices on overall student achievement,
and on the equality of student outcomes. Hart’s recent work
has focused on school choice programs, school accountability
policies, early childhood education policies, and effects on
students of exposure to demographically similar teachers.
She is also interested in the effects of virtual schooling on
student outcomes, both in K-12 and post-secondary settings.
In a recent study[1], we explored whether Black students benefit from being matched to a Black teacher. Specifically, we examined whether it affects the likelihood of them being identified for gifted education programs or special education services.
CPR Faculty Affiliate Cassandra Hart’s work on
teacher-student race and academic outcomes featured in the New
York Times. From the article:
“When black children had a black teacher between third and fifth
grades, boys were significantly less likely to later drop out of
high school, and both boys and girls were more likely to attend
college….The effect was strongest for children from low-income
families.”
In this podcast, Peter Bergman and Cassandra M.D.
Hart discuss how access to timely,
actionable information about how students are performing in
school can help parents keep their kids on track.
Research suggests that violence and low academic performance in
public schools play a big role in a family’s decision to use
state-funded vouchers to send their children to a private school.
However, little research has considered the impact of nearby
private and public school markets.
School voucher programs have become increasingly widespread in
recent years. These programs aim to expand choice for families:
Proponents of voucher programs often argue that they will help
the most disadvantaged children, allowing them the opportunity to
exit unsafe and underperforming schools.
