Publications
Working Manuscripts (available upon request)
Shores, K.A., Candelaria, C.A., & Kabourek, S. School Finance Reforms are Not Created Equally: State-Specific Responses to Court and Legislative Reform from 1990-2014. Under Review
Working paper available: https://cepa.stanford.edu/sites/default/files/wp19-01-v201902.pdf
Heinrich, C.J., & Kabourek, S. Social Impact Bonds (or Something Like That): Are Viable and Sustainable Models Emerging? Under Review
Grissom, J., Kabourek, S., & Kramer, J.W. Facilitating a Path: Student-Teacher Race Congruence and Math Course-taking Trajectories. Under Review
Engel, M., Claessens, A., & Kabourek, S. Replication Practices in Educational Research: An Empirical Analysis
Engel, M., Kabourek, S., Bassok, D., Claessens, A., & Watts, T. Has Kindergarten Become Too Academic? Instruction and Children’s Development in First Year of School
Engel, M., Jacob, R., Claessens, A., MDRC, & Kabourek, S. Understanding Mathematics Instruction in Kindergarten: Evidence from a Large Urban District
Conference Presentations
Searching for Access: Approaching Preschool Expansion with Social Impact Bond Financing
Paper presented at the 2019 annual meeting for the Association for Education Finance and Policy
Student-Teacher Race Congruence and High School Math Trajectories
Paper presented at the 2017 annual meeting for the Association for Public Policy Analysis and Management
Understanding Mathematics Instruction in Kindergarten: Evidence from a large urban district
Paper presented at the 2017 annual meeting for the American Educational Research Association
Teacher Observables and Students’ Socio-emotional and Behavioral Growth in Kindergarten
Paper presented at the 2017 annual meeting for the American Educational Research Association
Has Kindergarten become too Academic? Instruction and Children’s Development in the First Year of School
Paper presented at the 2016 annual meeting for the American Educational Research Association