Lauren Sartain
Biographic Data
| ID | 6208814 |
|---|---|
| NAME | Lauren Sartain |
| GIVEN NAMES | Lauren |
| FAMILY NAME | Sartain |
| SIGNATURE | SARTAIN L |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0001-5068-2300 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Classroom Composition Affects Teacher Performance Ratings
Teacher evaluations should reflect teaching performance rather than the characteristics of the students assigned to a teacher. Exploiting naturally occurring year-to-year variation in classroom composition within teachers, this article examines whether teacher performance ratings assigned by evaluators and students are influenced by classroom context. We find that teachers with higher-achieving and less disruptive students, holding constant the t…
Are Friends of Schools the Enemies of Equity? The Interplay of School Funding Policies and External Fundraising
School spending matters for student outcomes, and, while public schools are primarily funded with public sources, private fundraising for individual schools has increased. In this brief, we document variation in public and private funding across Chicago’s public elementary schools by school poverty level. Federal, state, and local funding policies resulted in high-poverty schools receiving an average of $2,021 more in public per-pupil dollars com…
Follow the Leader
Purpose: School leaders shape the day-to-day lives of teachers and likely influence how teachers approach labor market decisions. In this paper, we describe teachers’ revealed preferences for principal qualities, analyzing over 13,000 transfer applications across 13 years from the Wake County Public School System. Findings: When transfer applicants had previously worked with a school's principal, they were 10 percentage points more likely to requ…
School‐based mental health supports during Covid‐19
The present study explored the ways school professionals adapted school‐based mental health supports and services for remote delivery during the coronavirus disease 2019 (COVID‐19) pandemic. We surveyed 81 school professionals (e.g., counselors, psychologists, and social workers) and conducted in‐depth interviews with a subsample of professionals ( n = 14) to explore their perceptions and experiences of supporting youth with mental health concern…
Rethinking Universal Suspension for Severe Student Behavior
Driven by a combination of concern for historically high suspension rates and substantial disproportionalities in suspension use, a recent wave of education reforms encourages schools to reduce their use of suspensions for student behavior management. Both academic and political discourse has focused on the extensive use of suspension for relatively minor behavioral infractions, with an implicit assumption or explicit articulation that suspension…
Rethinking Universal Suspension for Severe Student Behavior
Driven by a combination of concern for historically high suspension rates and substantial disproportionalities in suspension use, a recent wave of education reforms encourages schools to reduce their use of suspensions for student behavior management. Both academic and political discourse has focused on the extensive use of suspension for relatively minor behavioral infractions, with an implicit assumption or explicit articulation that suspension…
Rethinking Universal Suspension for Severe Student Behavior
Driven by a combination of concern for historically high suspension rates and substantial disproportionalities in suspension use, a recent wave of education reforms encourages schools to reduce their use of suspensions for student behavior management. Both academic and political discourse has focused on the extensive use of suspension for relatively minor behavioral infractions, with an implicit assumption or explicit articulation that suspension…
School‐based mental health supports during Covid‐19
The present study explored the ways school professionals adapted school‐based mental health supports and services for remote delivery during the coronavirus disease 2019 (COVID‐19) pandemic. We surveyed 81 school professionals (e.g., counselors, psychologists, and social workers) and conducted in‐depth interviews with a subsample of professionals ( n = 14) to explore their perceptions and experiences of supporting youth with mental health concern…
Classroom Composition Affects Teacher Performance Ratings
Teacher evaluations should reflect teaching performance rather than the characteristics of the students assigned to a teacher. Exploiting naturally occurring year-to-year variation in classroom composition within teachers, this article examines whether teacher performance ratings assigned by evaluators and students are influenced by classroom context. We find that teachers with higher-achieving and less disruptive students, holding constant the t…
Are Friends of Schools the Enemies of Equity? The Interplay of School Funding Policies and External Fundraising
School spending matters for student outcomes, and, while public schools are primarily funded with public sources, private fundraising for individual schools has increased. In this brief, we document variation in public and private funding across Chicago’s public elementary schools by school poverty level. Federal, state, and local funding policies resulted in high-poverty schools receiving an average of $2,021 more in public per-pupil dollars com…
Follow the Leader
Purpose: School leaders shape the day-to-day lives of teachers and likely influence how teachers approach labor market decisions. In this paper, we describe teachers’ revealed preferences for principal qualities, analyzing over 13,000 transfer applications across 13 years from the Wake County Public School System. Findings: When transfer applicants had previously worked with a school's principal, they were 10 percentage points more likely to requ…
School Choice and Performance (3 works) · Early Childhood Education and Development (2 works) · Perception (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Teacher Quality (2 works) · Attendance (1 works) · Behavioral and Psychological Studies (1 works) · Bullying, Victimization, and Aggression (1 works) · Child and Adolescent Psychosocial and Emotional Development (1 works)