Daniel Bowen
Educational Administration & Human Resource Development · Education Research Center
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College of Education & Human Development
College of Arts & Sciences
Bush School of Government & Public Service
Hagler Institute for Advanced Studies
Daniel Bowen
Co-DirectorAssociate Professor
Co-Director, Education Research Center
Educational Administration & Human Resource Development · Education Research Center
Additional Profiles:
About
About
Research Focus
Arts education, humanities, civic engagement, education policy, experimental and quasi-experimental research, student success, and social-emotional well-being.
Arts EducationCivic EngagementEducation PolicyEducation Research MethodsExperimental ResearchHuman Resource DevelopmentPolitical Aspects of Education
Biography
Daniel Bowen is an Associate Professor in the Department of Educational Administration and Human Resource Development and a Research Affiliate with Rice University's Houston Education Research Consortium. His research examines the impacts of arts, humanities, and civic engagement through experimental and quasi-experimental methods. He serves as Co-Director of the Arts, Humanities & Civic Engagement Lab, studying how the arts and humanities promote student success, social-emotional well-being, and civic engagement in partnership with the National Endowment for the Arts.
Education
- Ph.D. in Education Policy, University of Arkansas; M.Ed. in Education Studies, University of Notre Dame; B.A. in Political Science, University of Notre Dame
Publications & Outputs (1)
Publications & Outputs
Valuing The Arts
Bowen, D. H., & Kisida, B. (2026). Valuing the arts: A randomized controlled trial with school leaders. Arts Education Policy Review. Advance online publication. https://doi.org/10.1080/10632913.2026.2633694
News & Updates (1)
News & Updates
Driving Policy Through Research: The Texas A&M University Education Research Center
College of Education & Human Development
Read the article →
Andrew Kwok
Co-DirectorAssistant Professor
Co-Director, Education Research Center
Teaching, Learning and Culture · Education Research Center
Additional Profiles:
About
About
Research Focus
Classroom management, beginning teacher preparation, induction, mentoring, coaching, urban education, and teacher retention.
Beginning Teacher SupportClassroom ManagementInstructional CoachingMentoringTeacher EducationTeacher InductionTeacher RetentionUrban Education
Biography
Andrew Kwok is an Assistant Professor in the Department of Teaching, Learning and Culture. His research focuses on classroom management preparation and support for beginning teachers, particularly those working in urban schools. His work also examines teacher induction, coaching, mentoring, and support systems that improve teacher success and retention.
Education
- Ph.D. in Educational Studies (Teaching and Teacher Education), University of Michigan; B.S. in Brain, Behavior and Cognitive Studies, University of Michigan
Publications & Outputs (4)
Publications & Outputs
Strengthening Early-Career Teachers
Kwok, A. & KO Macfarlane
Managing Without Mandate: A Nationwide Review of State Training Laws
Svajda-Hardy, M., & Kwok, A. (2026). Managing Without Mandate: A Nationwide Review of State Training Laws. ERC Research Brief. Texas A&M University Education Research Center.
Equity in Practice: How New Teachers Bring Fairness Into the Classroom
Kwok, A., Davis, J., Halabi, S., Waddington, J., Huston, D., & Hemsley, R. (2026). Equity in Practice: How New Teachers Bring Fairness Into the Classroom. ERC Research Brief. Texas A&M University Education Research Center.
Strengthening Early-Career Teachers
Kwok, A., & Macfarlane, K. O. (2025, February). Strengthening early-career teachers: Effective components of teacher induction programs (Overview Brief No. 32). EdResearch for Action; Annenberg Institute for School Reform at Brown University. https://eric.ed.gov/?id=ED671234
News & Updates (1)
News & Updates
Driving Policy Through Research: The Texas A&M University Education Research Center
College of Education & Human Development
Read the article →
Kate Barnes
Senior StaffPostdoctoral Research Associate
Ph.D.
Education Research Center
Additional Profiles:
About
About
Research Focus
Education policy research focused on school calendar reform, four-day school weeks, and the effects of structural school changes on students, teachers, and communities.
Education PolicyEducational LeadershipEnglish LearnersFour-Day School WeekMixed Methods ResearchProfessional Learning CommunitiesPublic EducationSchool Calendar Reform
Biography
Kate Barnes is a Postdoctoral Research Associate with the Education Research Center. A former public school teacher, her research examines public education policy with an emphasis on school calendar reform, particularly four-day school weeks, and how these structural changes affect students, educators, and communities.
Education
- Ph.D. in Education Policy, University of Arkansas (2025); M.S. in Educational Leadership, Arkansas State University (2019); B.A. in Interdisciplinary Studies (Sustainability), University of Tennessee (2014)
Kayla Rollins
Senior StaffAssociate Research Scientist
Education Research Center
Additional Profiles:
About
About
Research Focus
Classroom observation, instructional practices, teacher preparation, educational program evaluation, technology integration, and learning environments.
Classroom ObservationEducational TechnologyInstructional PracticesInternational BaccalaureateLearning EnvironmentsProgram EvaluationSTEM EducationTeacher Preparation
Biography
Kayla Rollins is an Associate Research Scientist with the Education Research Center. Her scholarship centers on classroom observation, instructional quality, teacher preparation, educational program evaluation, technology integration in K–12 education, and learning environments. She has contributed to evaluations of International Baccalaureate programs, STEM initiatives, teacher professional development, and classroom observation systems.
Brian Holzman
Steering CommitteeAssistant Professor
Educational Administration & Human Resource Development · Education Research Center
Additional Profiles:
About
About
Research Focus
Educational inequality, college access and attainment, education policy, race and ethnicity, English learner outcomes, and transitions from secondary to postsecondary education using quantitative methods.
College AccessEducation PolicyEducational EquityEducational InequalityEnglish LearnersHigher EducationPostsecondary EducationQuantitative MethodsRace & EthnicitySociology of Education
Biography
Brian Holzman is an Assistant Professor in the Department of Educational Administration and Human Resource Development. His research examines educational inequality and the pathways students take into and through postsecondary education, with particular attention to college access, race and ethnicity, English learner status, immigration, and the effects of education policy.
Publications & Outputs (2)
Publications & Outputs
Can Intensive Advising Open Doors to Selective Colleges? Evidence from the EMERGE Fellowship
Holzman, B., Chukhray, I., & Thrash, C. (2026). EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes. Education Finance and Policy, 21(1), 71–96. https://doi.org/10.1162/edfp.a.19
Tracking Eighth Graders’ Post-Secondary Outcomes in Texas
Holzman, B., Wu, J., Zhang, M., Martinez, M., & Stice, K. (2020). Tracking Eighth Graders’ Post-Secondary Outcomes in Texas. Policy Brief.
John Williams III
Steering CommitteeAssociate Professor; Director, Urban Lab for Transformative Research and Assessment
Teaching, Learning and Culture · Education Research Center
✉ jwilliams3@tamu.edu⌂ 333 EDCT
Additional Profiles:
About
About
Research Focus
Urban education, teacher education, school discipline, educational equity, culturally responsive teaching, and teacher recruitment and retention.
Critical Race TheoryCulturally Responsive TeachingEducational EquityEducational LeadershipMulticultural EducationSchool DisciplineTeacher EducationTeacher RecruitmentTeacher RetentionUrban Education
Biography
John Williams III is an Associate Professor in the Department of Teaching, Learning and Culture and Director of the Urban Lab for Transformative Research and Assessment. His research examines urban education, teacher preparation, school discipline, and educational equity, including how policy and educator workforce conditions shape outcomes for historically marginalized students and communities.
Publications & Outputs (3)
Publications & Outputs
Not Like Us
Redwine Johnson, V., & Williams III, J. A. (2026). Not Like Us: An Exploration of Urban Educators’ Motivation During a State Takeover in Texas. The Teacher Educator, 1–16. https://doi.org/10.1080/08878730.2026.2640541
Into DEEP: Pinpointing and Profiling Disciplinary Excellence and Exemplary Performance in Texas Urban Schools
Williams, J. A., III, Richardson, S. C., & Lewis, C. W. (2026). Into DEEP: Pinpointing and profiling disciplinary excellence and exemplary performance in Texas urban schools. Urban Education. Advance online publication. https://doi.org/10.1177/00420859261433904
De-siloing Federal Data Repositories with Care: Toward a Data Integration Ethical Framework
Williams, J. A., III, Richardson, S. C., Harrell, D. R., Johnson, V. R., & Burrell-Craft, K. (2026). De-siloing federal data repositories with care: Toward a data integration ethical framework. The Urban Review, 58(19). https://doi.org/10.1007/s11256-025-00801-4
Sarah Nagro
Steering CommitteeAssociate Professor; Interim Associate Director, Center on Disability and Development
Educational Psychology · Education Research Center
Additional Profiles:
About
About
Research Focus
Special education teacher preparation, video-based reflection, instructional coaching, classroom management, field experiences, and evidence-based instructional practices.
Classroom ManagementEvidence-Based PracticesInclusive EducationInstructional CoachingProfessional DevelopmentSpecial EducationSpecial Education PolicyTeacher EducationTeacher PreparationVideo Reflection
Biography
Sarah Nagro is an Associate Professor in the Department of Educational Psychology and Interim Associate Director of the Center on Disability and Development. Her research focuses on special education teacher preparation, video-based reflection, instructional coaching, classroom management, and evidence-based practices that strengthen educator effectiveness and outcomes for students with disabilities.
News & Updates (1)
News & Updates
Driving Policy Through Research: The Texas A&M University Education Research Center
College of Education & Human Development
Read the article →
Jonathan Meer
Steering CommitteeMary Julia and George R. Jordan, Jr. Professor of Public Policy; Director of Undergraduate Programs
College of Arts & Sciences · Education Research Center
✉ jmeer@tamu.edu⌂ WCSS 227
About
About
Research Focus
Applied microeconomics with education-focused work on teacher effects, student performance, high-stakes testing, vocational education, college-going, financial aid, and charitable giving.
Applied MicroeconomicsCharitable GivingCollege AccessEconomics of EducationEducation FinanceExperimental MethodsStudent PerformanceTeacher EffectsVocational Education
Biography
Jonathan Meer is the Mary Julia and George R. Jordan, Jr. Professor of Public Policy and Director of Undergraduate Programs in the College of Arts & Sciences. An applied microeconomist, his education research examines teacher effects, student performance, high-stakes testing, vocational education, college-going, and financial aid. He also studies charitable giving and fundraising.
Education
- Ph.D. in Economics, Stanford University (2009); A.B. in Economics, Princeton University (2002), magna cum laude; Certificate in Applied & Computational Mathematics, Princeton University
Publications & Outputs (1)
Publications & Outputs
The Economics of Encouragement
Edwards, O., & Meer, J. (2026). The Economics of Encouragement: Can a Single Email Shape What Students Study? ERC Research Brief. Texas A&M University Education Research Center.
Kalena Cortes
Steering CommitteeVerlin and Howard Kruse ’52 Founders Professor
Ph.D.
The Bush School of Government & Public Service · Education Research Center
Additional Profiles:
About
About
Research Focus
Education policy and the economics of education, with emphasis on educational equity, access, and attainment for disadvantaged students across PK–12 and postsecondary education.
Economic DemographyEconomics of EducationEducation PolicyEducational EquityEducational InterventionsImmigrant EducationLabor EconomicsParent EngagementPK–12 EducationPostsecondary Access
Biography
Kalena Cortes is the Verlin and Howard Kruse ’52 Founders Professor at Texas A&M University's Bush School of Government & Public Service and Director of its Program in Education Policy. Her research examines educational equity and access, focusing on policies and interventions that improve outcomes for disadvantaged students in PK–12 and postsecondary education, including urban students, immigrant students, and families participating in parent-engagement programs.
Education
- Ph.D. in Economics, University of California, Berkeley (2002); B.A. in Economics, University of California, San Diego (1995)
Publications & Outputs (2)
Publications & Outputs
Distance to Degrees
Acton, R. K., Cortes, K. E., Miller, L., & Morales, C. (2026). Distance to Degrees: How Proximity Shapes Opportunity in Texas. ERC Research Brief. Texas A&M University. Education Research Center.
Match or Mismatch? Automatic Admissions and College Preferences of Low- and High-Income Students
Cortes, K. E., & Lincove , J. A. (2018). Match or mismatch? Automatic admissions and college preferences of low- and high-income students. Educational Evaluation and Policy Analysis, 41(1), 98-123.
Lori Taylor
Steering CommitteeProfessor; Head, Department of Public Service and Administration; Joe R. and Teresa Lozano Long Chair in Business and Government
Ph.D.
The Bush School of Government & Public Service · Education Research Center
Additional Profiles:
About
About
Research Focus
Education finance, school funding, teacher compensation, school district efficiency, regional cost differences, and the economics of public education.
Economics of EducationEducation FinanceEducation PolicyPublic AdministrationPublic FinanceQuantitative MethodsSchool EfficiencySchool FinanceTeacher Compensation
Biography
Lori Taylor is Professor and Head of the Department of Public Service and Administration at the Bush School of Government & Public Service and holds the Joe R. and Teresa Lozano Long Chair in Business and Government. An economist specializing in education finance, her research examines school funding, teacher compensation, educational efficiency, regional cost differences, and public policy.
Education
- Ph.D. in Economics, University of Rochester (1990); M.A. in Economics, University of Rochester (1987); B.A. in Economics, University of Kansas (1984); B.S. in Business Administration, University of Kansas (1984)
Publications & Outputs (3)
Publications & Outputs
Would Weighted-student Funding Enhance Intra-district Equity in Texas? A Simulation using DEA
Grosskopf, S., Hayes, K., Taylor, L., & Weber, W. L. (2017). Would weighted-student funding enhance intradistrict equity in Texas? A simulation using DEA. The Journal of the Operational Research Society, 68(4), 377–389.
Are Charters the Best Alternative? A Cost Frontier Analysis of Alternative Education Campuses in Texas
Gronberg, T. J., Jansen, D. W., & Taylor, L. L. (2017). Are charters the best alternative? A cost frontier analysis of alternative education campuses in Texas. Southern Economic Journal, 83(3), 721-743.
Designing Incentives for Public School Teachers
Springer, M.G., & Taylor, L.L. (2016). Designing incentives for public school teachers: Evidence from a Texas incentive pay program. Journal of Education Finance 41(3), 344-381.
Ishara Casellas Connors
Steering CommitteeAssistant Professor
The Bush School of Government & Public Service · Education Research Center
Additional Profiles:
About
About
Research Focus
Higher education policy, educational equity, institutional servingness, refugee education, campus climate, and the experiences of historically marginalized students.
Campus ClimateCivic EngagementEducational EquityHigher EducationHigher Education PolicyHispanic-Serving InstitutionsInstitutional ServingnessPostsecondary AccessRace & EthnicityRefugee Education
Biography
Ishara Casellas Connors is an Assistant Professor at the Bush School of Government & Public Service. Her research examines higher education policy, educational equity, institutional servingness, refugee education, and the experiences of historically marginalized students. Her work explores how policy and institutional practices shape access, belonging, civic participation, and student success.
Education
- Ph.D. in Higher Education, Boston College; M.A. in Higher and Postsecondary Education, Teachers College, Columbia University; B.A. in Business Management, Clark University
Jeehee Han
Steering CommitteeAssistant Professor
Ph.D.
The Bush School of Government & Public Service · Education Research Center
Additional Profiles:
About
About
Research Focus
Housing, education, urban policy, socioeconomic inequality, public finance, and the effects of neighborhoods and public programs on children and families.
Education PolicyEducational EquityHousing PolicyNeighborhood EffectsPublic FinancePublic PolicyQuantitative MethodsSchool NutritionSocioeconomic InequalityUrban Policy
Biography
Jeehee Han is an Assistant Professor at the Bush School of Government & Public Service. Her research explores the intersection of housing, education, and public policy, examining how neighborhoods, public housing, school policies, and public programs influence educational opportunity, child well-being, and socioeconomic mobility.
Education
- Ph.D. in Public Administration (Social Policy and Public Finance), Syracuse University; M.A. in Quantitative Methods in the Social Sciences, Columbia University; B.A. in Economics and Sociology with Honors, Northwestern University
Robert Pianta
Steering CommitteeBatten Bicentennial Professor of Early Childhood Education; Founding Director, Center for Advanced Study of Teaching and Learning
Ph.D.
Department of Human Services, School of Education and Human Development · University of Virginia
About
About
Research Focus
Teacher-student relationships; early childhood education; classroom interactions; education and human development
Biography
Robert Pianta is the Batten Bicentennial Professor of Early Childhood Education and founding director of the Center for Advanced Study of Teaching and Learning at the University of Virginia. His research examines the intersection of education and human development, particularly the importance of positive teacher-student relationships. He developed the Classroom Assessment Scoring System (CLASS), a widely used tool for evaluating classroom interactions from early childhood through high school. A member of the National Academy of Education and fellow of the American Educational Research Association and the Center for Advanced Study in the Behavioral Sciences, Pianta has authored 13 books, 72 book chapters and 343 peer-reviewed articles. He earned his Ph.D. from the University of Minnesota. As a Texas A&M Hagler Institute fellow (2025–26), he will collaborate with faculty and students in the College of Education and Human Development.
Education
- Ph.D., University of Minnesota
Awards & Honors
- National Academy of Education member; AERA Fellow; Distinguished Contributions to Research in Education Award; AERA Review of Research Award
Mark Berends
Steering CommitteeProfessor of Sociology
Ph.D.
Department of Sociology, College of Arts and Letters · University of Notre Dame
About
About
Research Focus
Education policy; school choice; charter schools; vouchers; accountability; educational inequality
Biography
Mark Berends is a professor of sociology at the University of Notre Dame whose research focuses on education policy and improving educational opportunities. He examines how school choice, charter schools, vouchers, tracking and accountability affect student learning and inequality, with particular attention to historically underserved students. He is a member of the National Academy of Education and a fellow of the American Educational Research Association. His long-standing partnership with the Indiana Department of Education has supported research on school choice and related policy questions. A former director of Notre Dame’s Institute for Educational Initiatives and Center for Research on Educational Opportunity, Berends has authored 15 books, 37 book chapters and 38 peer-reviewed articles. He earned his Ph.D. from the University of Wisconsin–Madison. As a Texas A&M Hagler Institute fellow (2026–27), he will collaborate with faculty and students in the College of Education and Human Development.
Education
- Ph.D., University of Wisconsin–Madison
Awards & Honors
- National Academy of Education member; AERA Fellow; Edu-Scholar Public Influence Rankings top 200 (annually since 2019)
Person preview
Student Researchers
2026-2027
- Garion Frankel
- Anthony Jackson
- Michael Jones
- Clarence Niel Manglal-lan
- Rajesh Neupane
- Roberto Ramírez Ortíz
- Harshavardhan Reddy Varicuti