I am an applied microeconomist with interests in education policy, labor policy, and improving equity for disadvantaged groups. I currently work as a Senior Research Associate at the Annenberg Institute at Brown University, where I study the relationship between postsecondary pathways and labor market outcomes.
I received my Ph.D. in Economics from UC San Diego in 2024. Across my work, I use rigorous quasi-experimental and experimental methods to assess the impact of programs and policies. My academic research in higher education focuses on understanding and improving equitable access to high-return fields for individuals from underrepresented or under-resourced populations. My research in K-12 education has examined school-based interventions to improve access to mental health services for adolescents.
Ph.D. in Economics, 2024
University of California, San Diego
M.A. in Economics, 2020
University of California, San Diego
B.A. in Economics, 2019
Williams College
B.A. in Computer Science, 2019
Williams College
This paper looks at the effect of access to a School-Based Health Center on suspensions and dropouts, two metrics that may be strong proxies for adolescent mental health status. Using a difference-in-differences model with a propensity-score matched sample of control schools, I find that in California, access to a school-based health center decreases school-level suspension rates by around 1.1 percentage points within 3 years of the opening.
Residency decisions have large potential ramifications for the supply of health professionals in an area. This paper examines a policy change with the potential to impact the residency location decisions of obstetricians and gynecologists (OB-GYNs) — the 2022 Supreme Court decision in Dobbs v. Jackson, which revoked constitutional protections for the right to an abortion. We use a triple difference-in-differences design to examine whether these ”trigger bans” enacted in the wake of Dobbs affect residency applications to OB-GYN programs in those states. We find that in the years following the Dobbs decisions, applications to residency programs in ban states decrease by 12%.
Through an RCT at a large research university, I find that providing undergraduate students in an introductory Economics course with information about potential careers, income, research topics, and diversity in the field of Economics increases the likelihood of enrolling in a subsequent Economics course for underrepresented minority students by around 9.9 percentage points and that the information induces primarily lower-performing students to enroll.