Megan Austin
Biographic Data
| ID | 3596869 |
|---|---|
| NAME | Megan Austin |
| GIVEN NAMES | Megan |
| FAMILY NAME | Austin |
| SIGNATURE | AUSTIN M |
| AFFILIATIONS | School of Law, University of Oregon, Eugene, OR, USA |
| ORCID | 0000-0002-3943-3642 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Does Aid Matter? A Systematic Review and Meta-Analysis of the Effects of Grant Aid on College Student Outcomes
The College Board reported that, in 2022–2023, about two thirds of $177 billion in U.S. financial assistance awarded to undergraduates through programs sponsored by the federal government, state governments, colleges and universities, philanthropic organizations, and other entities was in the form of grants. While researchers have examined the effects of individual grant aid programs on particular college student outcomes, results have indicated …
Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking
Taking advanced courses in high school predicts many positive outcomes, yet low-income students and students who identify as Black and Hispanic are underrepresented. Policies such as “algebra for all” that accelerate middle school students into advanced courses are well-studied, but little is known about newer academic acceleration policies that target older students. Between 2014–2015 and 2016–2017, 72 districts in Washington implemented Academi…
Exploring the Prevalence and Meaning of Frontline Work in the Covid-19 Era: Implications for Policy Analysis
Frontline workers have gained heightened attention in the news media during the COVID-19 pandemic, based on a comparative analysis of New York Times articles referencing frontline work before and during the COVID-19 pandemic. The analysis reveals an expansion and diversification of who is on the frontline of public service, with attention to low-wage Black and Brown workers deemed essential to sustaining community infrastructure amidst institutio…
Measuring High School Curricular Intensity over Three Decades
This article presents a new measure of curricular intensity that is objective, parsimonious, clearly defined, replicable, and comparable over time for use by researchers interested in examining trends, causes, and outcomes of high school course taking. After proposing a reduced-form version of Adelman's curricular intensity index comprised of number of courses completed in English and core science, highest math course completed, and whether stude…
Voucher Pathways and Student Achievement in Indiana’s Choice Scholarship Program
This article examines the pathways that students can follow within the Indiana Choice Scholarship Program and the associations with their math and English language arts achievement in upper elementary and middle school. We analyze student-level longitudinal data by matching voucher and nonvoucher students to estimate the role of participating in the voucher program, taking advantage of the uniqueness of Indiana public and private schools taking t…
Schools, Magnet
Magnet schools are public schools defined by four principal characteristics: a distinctive curriculum or instructional approach, enrollment of students from outside designated neighborhood attendance zones, desegregation as their explicit purpose, and school choice by families. Magnet schools have been used for desegregation since the mid‐1970s. However, the concept of magnet schools as district specialty schools has been present since the 1900s.…
Measuring High School Curricular Intensity over Three Decades
This article presents a new measure of curricular intensity that is objective, parsimonious, clearly defined, replicable, and comparable over time for use by researchers interested in examining trends, causes, and outcomes of high school course taking. After proposing a reduced-form version of Adelman's curricular intensity index comprised of number of courses completed in English and core science, highest math course completed, and whether stude…
Exploring the Prevalence and Meaning of Frontline Work in the Covid-19 Era: Implications for Policy Analysis
Frontline workers have gained heightened attention in the news media during the COVID-19 pandemic, based on a comparative analysis of New York Times articles referencing frontline work before and during the COVID-19 pandemic. The analysis reveals an expansion and diversification of who is on the frontline of public service, with attention to low-wage Black and Brown workers deemed essential to sustaining community infrastructure amidst institutio…
Voucher Pathways and Student Achievement in Indiana’s Choice Scholarship Program
This article examines the pathways that students can follow within the Indiana Choice Scholarship Program and the associations with their math and English language arts achievement in upper elementary and middle school. We analyze student-level longitudinal data by matching voucher and nonvoucher students to estimate the role of participating in the voucher program, taking advantage of the uniqueness of Indiana public and private schools taking t…
Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking
Taking advanced courses in high school predicts many positive outcomes, yet low-income students and students who identify as Black and Hispanic are underrepresented. Policies such as “algebra for all” that accelerate middle school students into advanced courses are well-studied, but little is known about newer academic acceleration policies that target older students. Between 2014–2015 and 2016–2017, 72 districts in Washington implemented Academi…
Schools, Magnet
Magnet schools are public schools defined by four principal characteristics: a distinctive curriculum or instructional approach, enrollment of students from outside designated neighborhood attendance zones, desegregation as their explicit purpose, and school choice by families. Magnet schools have been used for desegregation since the mid‐1970s. However, the concept of magnet schools as district specialty schools has been present since the 1900s.…
Voucher Pathways and Student Achievement in Indiana’s Choice Scholarship Program
This article examines the pathways that students can follow within the Indiana Choice Scholarship Program and the associations with their math and English language arts achievement in upper elementary and middle school. We analyze student-level longitudinal data by matching voucher and nonvoucher students to estimate the role of participating in the voucher program, taking advantage of the uniqueness of Indiana public and private schools taking t…
Exploring the Prevalence and Meaning of Frontline Work in the Covid-19 Era: Implications for Policy Analysis
Frontline workers have gained heightened attention in the news media during the COVID-19 pandemic, based on a comparative analysis of New York Times articles referencing frontline work before and during the COVID-19 pandemic. The analysis reveals an expansion and diversification of who is on the frontline of public service, with attention to low-wage Black and Brown workers deemed essential to sustaining community infrastructure amidst institutio…
Measuring High School Curricular Intensity over Three Decades
This article presents a new measure of curricular intensity that is objective, parsimonious, clearly defined, replicable, and comparable over time for use by researchers interested in examining trends, causes, and outcomes of high school course taking. After proposing a reduced-form version of Adelman's curricular intensity index comprised of number of courses completed in English and core science, highest math course completed, and whether stude…
Does Aid Matter? A Systematic Review and Meta-Analysis of the Effects of Grant Aid on College Student Outcomes
The College Board reported that, in 2022–2023, about two thirds of $177 billion in U.S. financial assistance awarded to undergraduates through programs sponsored by the federal government, state governments, colleges and universities, philanthropic organizations, and other entities was in the form of grants. While researchers have examined the effects of individual grant aid programs on particular college student outcomes, results have indicated …
Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking
Taking advanced courses in high school predicts many positive outcomes, yet low-income students and students who identify as Black and Hispanic are underrepresented. Policies such as “algebra for all” that accelerate middle school students into advanced courses are well-studied, but little is known about newer academic acceleration policies that target older students. Between 2014–2015 and 2016–2017, 72 districts in Washington implemented Academi…
Psychology (5 works) · Mathematics education (4 works) · Political science (4 works) · School Choice and Performance (4 works) · Academic achievement (2 works) · Computer Science (2 works) · Economics (2 works) · Engineering (2 works) · Law (2 works) · Law (2 works)