Dan Goldhaber

Institution: University of Washington

Email: dgoldhab@u.washington.edu

Dr. Dan Goldhaber is the Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER, caldercenter.org) at the American Institutes for Research and the Director of the Center for Education Data & Research (CEDR, cedr.us) at the University of Washington. Both CALDER and CEDR are focused on using state administrative data to do research that informs decisions about policy and practice.

Dan's work focuses on issues of educational productivity and reform at the K-12 level, the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce, and connections between students' K-12 experiences and postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market.

Dan's research has been regularly published in leading peer-reviewed economic and education journals such as: American Economic Review, Journal of Human Resources, Journal of Policy and Management, Economics of Education Review, Education Finance and Policy, and Educational Evaluation and Policy Analysis. The findings from these articles have been covered in more widely accessible media outlets such as National Public Radio, the New York Times, the Washington Post, USA Today, and Education Week. Dan previously served as president of the Association for Education Finance and Policy (2016-2017), an elected member of the Alexandria City School Board (1997-2002), and as co-editor of Education Finance and Policy.

EdWorkingPapers

Washington’s College Bound Scholarship Program and its Effect on College Entry, Persistence, and Completion

Mark C. Long, Dan Goldhaber, Trevor Gratz. 09/2019

Indiana, Oklahoma, and Washington have programs designed to address college enrollment and completion gaps by offering a promise of state-based college financial aid to low-income middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a triple-difference specification, we find that Washington’s College Bound Scholarship shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used. While we find suggestive evidence that the program increased the likelihood of attending a postsecondary institution and attaining a bachelor’s degree within five years of high school, we discuss why the program might be more successful if it did not require students to sign a pledge.

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