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