All Publications

  • A cross-sectional look at teacher reactions, worries, and professional development needs related to generative AI in an urban school district EDUCATION AND INFORMATION TECHNOLOGIES Chen, R., Lee, V. R., Lee, M. 2025

    View details for DOI 10.1007/s10639-025-13350-w

    View details for Web of Science ID 001425243400001

  • Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills EDUCATIONAL POLICY Liu, J., Kuhfeld, M., Lee, M. 2023

    View details for DOI 10.1177/08959048231209262

    View details for Web of Science ID 001099689100001

  • An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic. Early childhood research quarterly Lynch, K., Lee, M., Loeb, S. 2023; 64: 255-265

    Abstract

    The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year. Study children (N=336 assessed at fall baseline; N=237-250 assessed in spring depending on outcome; fall baseline sample: mean age=51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. Children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills. Descriptively, for two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.

    View details for DOI 10.1016/j.ecresq.2023.04.002

    View details for PubMedID 37056356

  • "Prior-Prior Year" FAFSA Increased Aid Submissions but Likely not Enrollment RESEARCH IN HIGHER EDUCATION Bettinger, E., Gurantz, O., Lee, M., Long, B. 2022

    View details for DOI 10.1007/s11162-022-09720-9

    View details for Web of Science ID 000906305700001

  • Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design EDUCATIONAL EVALUATION AND POLICY ANALYSIS Lee, M. G., Soland, J. G. 2023; 45 (1): 27-51

    View details for DOI 10.3102/01623737221097419

    View details for Web of Science ID 000813536400001

  • Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic JOURNAL OF EARLY INTERVENTION Thomas, L. J. G., Lee, M. G., Todd, C., Lynch, K., Loeb, S., McConnell, S., Carlis, L. 2022; 44 (2): 151-167

    View details for DOI 10.1177/10538151221085942

    View details for Web of Science ID 000780157500001

  • The demotivating effect (and unintended message) of awards ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES Robinson, C. D., Gallus, J., Lee, M. G., Rogers, T. 2021; 163: 51-64

    View details for DOI 10.1016/j.obhdp.2019.03.006

    View details for Web of Science ID 000640498900007

  • Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs AMERICAN EDUCATIONAL RESEARCH JOURNAL Robinson, C. D., Lee, M. G., Dearing, E., Rogers, T. 2018; 55 (6): 1163–92

    View details for DOI 10.3102/0002831218772274

    View details for Web of Science ID 000450317600001