Additional publications

Earlier in my career, I conducted research on Australian foreign aid and on the effects of public pre-K. I did the latter work as the Research Associate at the Center for Research on Children in the US. 

with James Raymond Vreeland, Aid as a Building Bloc: Australia and the Bretton Woods Institutions. 

Australia has recently witnessed a dramatic reduction in the aid it provides to developing countries. Debates often focus on the implications for poverty eradication, but also at stake is Australia’s leadership position in certain international financial institutions. To explore this political dimension, we examine the pattern of Australian aid to developing countries through the lens of the Bretton Woods Institutions: the International Monetary Fund and the World Bank. Specifically, we consider countries that elect Australia to the executive boards of these institutions. Using aid data from 1960 to 2009 for 186 countries, we test whether Australia rewards members of its voting bloc with more foreign aid. Descriptive data and regression analyses support our hypothesis: Australia gives as much as 10 times more annual aid to bloc-members than to other developing countries. We take the finding as evidence of one of the many ways in which Australian aid can advance foreign policy objectives.

Paper written during undergraduate. [journal link] [replication materials]

with William Gormley, Tulsa Pre-K Alumni are More Likely to Complete Algebra I Early.

High school students’ math courses are important predictors of postsecondary outcomes like college readiness and enrollment. Specifically, a high-school level math course taken in the last year of middle school—8th grade algebra—puts students on the path to postsecondary success. There is a positive, statistically significant relationship between participation in high-quality public pre-K and completing Algebra I before beginning high school.