*Denotes graduate student co-author

Curran, F.C. (Forthcoming). Does the Chicago Safe Passage program reduce reported crime around elementary schools? Evidence from longitudinal, geocoded crime data. Criminal Justice Policy Review. Download Accepted Version

Curran, F.C., Little, M., Cohen-Vogel, L., & Domina, T. (2018). School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten. Educational Policy. Online First.

Curran, F.C. & Kitchin, J. (2018). Estimating the relationship between corporal punishment use and school suspensions: Longitudinal evidence from the Civil Rights Data Collection. Peabody Journal of Education, 14(3), Online First. Download Article

Curran, F.C. & Kellogg, A.* (2018). Sense-making of federal education policy: Social network analysis of social media discourse around the Every Student Succeeds Act. Journal of School Leadership, 27(5), 622-651.

Engel, M., Cannata, M., Curran, F.C. (2017). Principal influence in teacher hiring: Documenting decentralization over time. Journal of Educational Administration. Online First. Download Article

Curran, F.C. (2017). Influence over school discipline policy: Variation across levels of governance, school contexts, and time. Education Policy Analysis Archives, 25(119), 1-30. Download Article

Curran, F.C. (2017). Estimating the relationship between preschool attendance and kindergarten science achievement: Implications for early science achievement gaps. Education Finance and Policy. Online First. Download Article

Curran, F.C., Viano, S., & Fisher, B.W. (2017). Teacher victimization, turnover, and contextual factors promoting resilience.  Journal of School Violence. Online First.  Download Article

Curran, F.C. (2017). Income-based disparities in early elementary school science achievement. Elementary School Journal. 118(2), 207-231. Download Article

Fisher, B., Viano, S.*, Curran, F.C., Pearman, A.*, Gardella, J.* (2017). Students’ feelings of safety, exposure to violence and victimization, and authoritative school climate.  American Journal of Criminal Justice. Download Article

Curran, F.C. (2017). The law, policy, and portrayal of zero tolerance school discipline: Examining prevalence and characteristics across levels of governance and school districts. Educational Policy. Download Article.

Curran, F.C. (2017). Teach for America Placement and Teacher Vacancies: Evidence from the Mississippi Delta. Teachers College Record, 119(2), 1-24. Download manuscript.

Little, M.*, Cohen-Vogel, L., Curran, F.C. (2016). Facilitating the Transition to Kindergarten: What ECLS-K Data Tell Us about School Practices Then and Now.  AERA Open. Download Article.

Curran, F.C. & Kellogg, A*. (2016). Understanding science achievement gaps by race/ethnicity and gender in kindergarten and first grade. Educational Researcher. Download Article.

Curran, F.C. (2016). The state of abstracts in educational research.  AERA Open. Download Article

Curran, F.C. (2016). Estimating the effect of state zero tolerance laws on exclusionary discipline, racial discipline gaps, and student behavior. Educational Evaluation and Policy Analysis. Download Article

Engel, M. & Curran, F.C. (2016). Toward understanding principals’ hiring practices. Journal of Educational Administration. Download Article

Curran, F. C. (2015). Expanding downward: Innovation, diffusion, and state policy adoptions of universal preschool. Education Policy Analysis Archives, 23(36). Download article.

Claessens, A., Engel, M., Curran, F.C. (2015). The effects of maternal depression on child outcomes during the first years of formal schooling. Early Childhood Research Quarterly, 32(3), 80-93. Download article.

Claessens, A., Engel, M., & Curran, F.C. (2014). Academic content, student learning, and the persistence of preschool effects. American Educational Research Journal, 51(2), 403-434. Download article.

Engel, M., Jacob, B., Curran, F.C. (2014). New evidence on teacher labor supply. American Educational Research Journal, 51(1), 36-72. Download article.

Darko, A.K., Curran, F.C., Copin, C., McElwee-White, L. (2011). Carbonylation of functionalized diamine diols to cyclic ureas: application to derivatives of DMP 450. Tetrahedron, 67(22), 3976-3983.


Fisher, B.W., Curran, F.C., Pearman, A., & Gardella, J. (Forthcoming). School practices and policies associated with gang presence in schools. In H. Shapiro (Ed.), Handbook of Violence in Education. Wiley.

Curran, F.C. (2016). Racial Disproportionalities in Discipline: The Role of Zero Tolerance Policies.  In G. Crews (Ed.), Critical Examinations of School Violence and Disturbance in K-12 Education. Hershey, Pennsylvania: IGI Global.


Curran, F.C. & Finch, M. (2018). Maryland schools’ codes of conduct: Comparing discipline policy across districts.  Policy Report Issued by The School of Public Policy at UMBC and Salisbury University.  Available at

Curran, F.C., Fisher, B.W., Viano, S.L., & Skinner, J. (2018). Understanding school safety and the use of school resource officers in understudied settings.  Interim Report: School District 1

Curran, F.C., Fisher, B.W., Viano, S.L., & Skinner, J. (2018). Understanding school safety and the use of school resource officers in understudied settings.  Interim Report: School District 2.

Curran, F.C., Fisher, B.W., Viano, S., Kupchik, A., Hayden, E., Skinner, J. (2018). Understanding school safety and the use of school resource officers in understudied settings.  Interim Report #1: Sheriff’s Department.

Curran, F.C. (2016). The disadvantages of “zero tolerance” laws that mandate exclusionary school discipline.  Key Findings Policy Brief.  Scholars Strategy Network.

Curran, F.C. (2016). Reducing racial disparities in school discipline requires more than eliminating “zero tolerance” policies.  Key Findings Policy Brief.  Scholars Strategy Network.  Harvard University.


Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades? (with James Kitchin)

Estimating the Relationship between Emotional Disturbance De-Identification and Academic Achievement and School Discipline Outcomes: Evidence from Wisconsin’s Longitudinal Data (with Aydin Bal, Peter Goff, and Nicholas Mitchell)

Why are the Early Elementary Race/Ethnicity Achievement Gaps in Science Larger than Those in Reading or Mathematics? National Evidence on the Importance of Language and Immigration Status in Explaining the Gap-in-Gaps” (with James Kitchin)

Why and When do School Resource Officers Engage in School Discipline? The Role of Context in Shaping Disciplinary Involvement (with Benjamin W. Fisher, Samantha Viano, and Aaron Kupchik)

Islands unto Themselves? Documenting Geographic Isolation of Schools and Examining the Implications for Education Policy (with James Kitchin)

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct (with Maida Finch)

The Influence of Police Culture on the Activities of School Resource Officers (with Benjamin W. Fisher, Samantha Viano, and John Skinner)

The Adoption of Publicly-funded Pre-Kindergarten: An Event History Analysis (with Lora Cohen-Vogel, Michael H. Little, James Sadler, and Becca Merril)

Is the Achievement Gap Related to the Discipline Gap in School Districts Across the United States? (with F. Alvin Pearman, Benjamin W. Fisher, and Joseph Gardella)

Teaching Kids to Trust Police: Student-Police Interactions in School and Legal Socialization (with Aaron Kupchik, Benjamin W. Fisher, and Samantha L. Viano)

Mass School Shootings and the Short-Run Impacts on Use of School Security Measures and Practices: National Evidence from the Columbine Tragedy (with Benjamin W. Fisher and Samantha L. Viano)

Instructional Practices and Early Elementary Science Achievement: Examining the Roles of Teacher and Student-Centric Pedagogy with Nationally Representative Data