Do public subsidies promote college access and completion?
Open to PhD students and faculty engaged in causal inference in education research.
From the speaker's bio:
Isaac McFarlin Jr. is Assistant Research Scientist of Public Policy, Gerald R. Ford School of Public Policy. He is a labor economist focused on education policy. Mr. McFarlin is a Research Associate with the Texas Schools Project at the University of Texas at Dallas. His work examines the efficacy of college remediation - also known as developmental education - in promoting academic performance and educational attainment. He has also examined how race-neutral college admissions programs like the Texas Top 10 Percent Plan influence access to selective colleges. Mr. McFarlin is currently undertaking evaluations of how across-the-board tuition subsidies offered by community colleges affect college going and labor market outcomes. He is also conducting an analysis on the importance of school facility conditions in closing student achievement gaps.
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress. Discourse between these schools and departments creates a more complete community of education scholars, and provides a networking opportunity for students enrolled in a variety of academic programs who share common research interests. Open to PhD students and faculty engaged in causal inference in education research.