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.
Ph.D. in Economics, Northwestern University
"Investing in Schools: Capital Spending, Facility Conditions, and Student Achievement" (Adobe PDF) (with P. Martorell and K. Stange). 2015. Working Paper
“Does Failing a Placement Exam Discourage Underprepared Students from Going to College?” (with P. Martorell and Y. Xue). 2015. Education, Finance and Policy. 10(1)
“Percent Plans, Automatic Admissions, and College Outcomes” (with L. Daugherty and P. Martorell). 2014. IZA Journal of Labor Economics.
“Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes” (with P. Martorell). 2011. Review of Economics & Statistics. 93(2): 436-454
“Do Schoolteacher Parents Make a Difference?” 2007. Economics of Education Review. 26(5): 615-28.