My work is at the intersection of education policy, economics of education, sociology of education, and developmental psychology. I am interested in a constellation of topics centered on educational inequality and policy, and my research considers the ways that districts, schools, teachers, peers, and parents can contribute to or ameliorate educational inequality.
I am particularly interested in examining the intended and unintended consequences of policies and interventions, as well as understanding the variety of ways that policies can affect different students. To capture the effects of interventions and policies, much of my work—including my dissertation research—uses methods that examine differences across the whole distribution, and not just between average levels of student achievement.
Links to selected papers below
Districts and Schools
- Dee, Thomas S. and Emily K. Penner. Forthcoming. “The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum.” American Educational Research Journal.
- Hough, Heather, Emily K. Penner, and Joe Witte. August 2016. “Identity Crisis: Multuple Measures and the Identification of Schools Under ESSA.” Policy Analysis for California Education (PACE). Stanford, CA.
- Domina, Thurston, Andrew M. Penner and Emily K. Penner. 2016. “‘Membership has its privileges’: Student incentives and stigmatized identities in the accountability era.” Sociological Science, 3: 264-295.. DOI: 10.15195/v3.a13.
- Bitler, Marianne P., Thurston Domina, Emily K. Penner, and Hilary Hoynes. 2015. “Distributional Effects of a School Voucher Program: Evidence from New York City.” Journal of Research on Educational Effectiveness, 8(3): 419-450.
- Domina, Thurston, Andrew J. McEachin, Andrew M. Penner, Emily K. Penner, AnneMarie Conley. 2015. “Aiming High and Falling Short: California’s 8th Grade Algebra-For-All Effort.” Educational Evaluation and Policy Analysis, 37(3): 275-295. DOI: 10.3102/0162373714543685.
- Domina, Thurston, Andrew M. Penner, Emily K. Penner, AnneMarie Conley. 2014. “Algebra for All: California’s 8th grade Algebra Initiative as Constrained Curricula.” Teachers College Record, 116(8).
- Penner, Andrew M., Thurston Domina, Emily K. Penner, and AnneMarie M. Conley. 2015. “Curricular policy as a collective effects problem: A distributional approach.” Social Science Research, 52: 627-641.
- Bitler, Marianne P., Sean Corcoran, Thurston Domina, and Emily K. Penner. “Teacher Value-Added and Noise: An Analysis of Teacher Effects on Achievement and Anthropometrics.” [Please email me for the most recent draft]
- Penner, Emily K. 2016. “Teaching For All? Teach For America’s Effects across the Distribution of Student Achievement.” Journal of Research on Educational Effectiveness, 9(13): 259-282. DOI: 10.1080/19345747.2016.1164779. NIHMSID: 809947.
- Reich, Stephanie M., Emily K. Penner., Greg J. Duncan, and Anamarie Auger. 2012. “Using Baby Books to Change New Mothers’ Attitudes about Corporal Punishment.” Child Abuse & Neglect, 36(2): 108-117.
- Reich, Stephanie M., Emily K. Penner, and Greg J. Duncan. 2011. “Using Baby Books to Increase New Mothers’ Safety Practices.” Academic Pediatrics, 11(1): 34-43.
- Auger, Anamarie, Stephanie M. Reich, and Emily K. Penner. 2014. “The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices.” Journal of Applied Developmental Psychology, 35: 337-346. DOI: 10.1016/j.appdev.2014.05.007.
- Penner, Emily K. “Parenting and the Reduction of Inequality: How the Impact of Early Parenting on Achievement Varies across Class and with Development.”