Inequality, K-12 Policy, Sociology of Education, Economics of Education
Institute of Education Sciences Postdoctoral Fellow
Center for Education Policy Analysis
Graduate School of Education
My research focuses on educational inequality and policy, and considers the ways that policies, districts, schools, teachers, peers, and parents can contribute to or ameliorate educational inequality. I am currently involved in projects examining teacher recruitment and retention in constrained labor and housing markets, how curriculum placement policies affect student learning, and how state accountability policies might affect school-level supports under the Every Student Succeeds Act.
Dee, Thomas S. and Emily K. Penner. Forthcoming. “The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum.” American Educational Research Journal.
NBER Working Paper No. 21865.
*Media coverage: The San Francisco Chronicle, The Boston Globe, The Guardian, KGO Radio, KCBS Radio, Vox.com The Weeds, EduSchuyster.com Blog, Fusion.net, Atlanta Black Star, BYU Radio, Diverseeducation.com, cta.org, ESSENCE Magazine, SanJoseInside.com, Chicago Policy Review, Sociology.about.com, EdSource, Alternet.org, Nonprofit Resource Memo, Albuquerque Journal, Assemblymember Luis Alejo California District 30 Press Release, Education Week, Asian Journal, Black Voice News.
*Legislative impact: California AB-2016: Research included in legislative analysis of bill requiring the State Board of Education to create a model ethnic studies curriculum for grades 9-12 and encourages all California districts to create an ethnic studies course or adopt the model curriculum on or before March 31, 2020.
Penner, Emily K. Forthcoming “Parenting and the Reduction of Inequality: How the Impact of Early Parenting on Achievement Varies across Class and with Development.” The Journal of Educational Research. DOI: 10.1080/00220671.2016.1246407.
Penner, Emily K. 2016. “Teaching For All? Teach For America’s Effects across the Distribution of Student Achievement.” Journal of Research on Educational Effectiveness, 9(13): 259-282. DOI: 10.1080/19345747.2016.1164779. NIHMSID: 809947.
Domina, Thurston, Andrew M. Penner and Emily K. Penner. 2016. “‘Membership has its privileges’: Student incentives and stigmatized identities in the accountability era.” Sociological Science, 3: 264-295. DOI: 10.15195/v3.a13.
Domina, Thurston, Andrew J. McEachin, Andrew M. Penner, Emily K. Penner, AnneMarie Conley. 2015. “Aiming High and Falling Short: California’s 8th Grade Algebra-For-All Effort.” Educational Evaluation and Policy Analysis, 37(3): 275-295. DOI: 10.3102/0162373714543685.
Bitler, Marianne P., Thurston Domina, Emily K. Penner, and Hilary Hoynes. 2015. “Distributional Effects of a School Voucher Program: Evidence from New York City.” Journal of Research on Educational Effectiveness, 8(3): 419-450. DOI: 10.1080/19345747.2014.921259. PMCID: 4507830.
Penner, Andrew M., Thurston Domina, Emily K. Penner, and AnneMarie M. Conley. 2015. “Curricular policy as a collective effects problem: A distributional approach.” Social Science Research, 52: 627-641. DOI 10.1016/j.ssresearch.2015.03.008. PMCID: 4457374.
Domina, Thurston, Andrew M. Penner, Emily K. Penner, AnneMarie Conley. 2014. “Algebra for All: California’s 8th grade Algebra Initiative as Constrained Curricula.” Teachers College Record, 116(8). PMCID: 4479347.
Auger, Anamarie, Stephanie M. Reich, and Emily K. Penner. 2014. “The Effect of Baby Books on Mothers’ Reading Beliefs and Reading Practices.” Journal of Applied Developmental Psychology, 35: 337-346. DOI: 10.1016/j.appdev.2014.05.007. PMCID: 4171731.
Penner, Emily K. 2012. “Education Policy and Conflict in Latin America: Lessons from Chile and Venezuela.” Pp. 181-212 in Economic Development Strategies and the Evolution of Violence in Latin America (William Ascher and Natalia Mirovitskaya, Eds.) New York, New York: Palgrave Macmillan.
Reich, Stephanie M., Emily K. Penner, Greg J. Duncan, and Anamarie Auger. 2012. “Using Baby Books to Change New Mothers' Attitudes About Corporal Punishment.” Child Abuse & Neglect, 36(2): 108-117. PMCID: 3321267.
Reich, Stephanie M., Emily K. Penner, and Greg J. Duncan. 2011. “Using Baby Books to Increase New Mothers’ Safety Practices.” Academic Pediatrics, 11(1): 34-43. doi:10.1016/j.acap.2010.12.006. PMCID: 3043459.
Bitler, Marianne, Thurston Domina, Andrew M. Penner, and Emily K. Penner. 2014. “Quantile Regression.” In Dominic J. Brewer and Lawrence O. Picus (Eds.), Encyclopedia of Education Economics and Finance. Thousand Oaks, CA: Sage.
Hough, Heather, Emily K. Penner, and Joe Witte. August 2016. “Identity Crisis: Multuple Measures and the Identification of Schools Under ESSA.” Policy Analysis for California Education (PACE). Stanford, CA.
*Media coverage: Education Week, Sacramento Bee, Brookings, EdSource
National Science Foundation. “IBSS-L: Solving the Equation: Recruiting, Hiring, and Retaining Math and Science Teachers.” Co-PI. (PI-Susanna Loeb), 2016-2019. ~$1,000,000.
Bechtel Foundation. “CORE-PACE Accountability System Evaluation Plan.” Investigator. (PIs-David Plank, Rick Miller, and Noah Bookman). 2015-2018. ~$1,500,000.
Bilingual & Structured English Immersion Teacher
Whittier Elementary School, Oakland Unified School Distirct 2005—2007
Greenleaf Elementary School, Oakland Unified School District 2007—2008
Literacy Intervention Specialist and English Language Development Coordinator
Hannalei Elementary School, Vista Unified School District 2008—2009