Research

PEER-REVIEWED JOURNAL PUBLICATIONS
*Denotes graduate student co-author

Curran, F.C. (Accepted). A Matter of Measurement: How Different Ways of Measuring Racial Gaps in School Discipline Can Yield Drastically Different Conclusions About Racial Disparities in Discipline. Educational Researcher.

Curran, F.C., Bal, A., Goff, P., Mitchell, N. (Accepted). Estimating the Relationship between Emotional Disturbance De-Identification and Academic Achievement and School Discipline Outcomes: Evidence from Wisconsin’s Longitudinal Data. Education and Urban Society.

Curran, F.C., Fisher, B., Viano, S. (2019). Mass School Shootings and the Short-Run Impacts on Use of School Security Measures and Practices: National Evidence from the Columbine Tragedy. Journal of School Violence. Published Article

Curran, F.C., Fisher, B.W., Viano, S., Kupchik, A. (2019). Why and when do school resource officers engage in school discipline? The role of context in shaping disciplinary involvement. American Journal of Education. Online First. Published Article

Pearman, F.A., Curran, F.C., Fisher, B., Gardella, J. (2019). Are achievement gaps related to discipline gaps? Evidence from national data. AERA Open, 5(4), 1-18. Published Article

Curran, F.C. & Kitchin, J. (2019). Documenting Geographic Isolation of Schools and Examining the Implications for Education Policy. Educational Policy. Online First. Published Article

Curran, F.C. & Kitchin, J. (2019). Early elementary science instruction: Does more time on science or science topics/skills predict science achievement in the early grades? AERA Open, 5(3), 1-18. Published Article

Curran, F.C. & Kitchin, J. (2018). Why are the early elementary race/ethnicity test score gaps in science larger than those in reading or mathematics? National evidence on the importance of language and immigration context in explaining the gap-in-gaps. Science Education.  Online First. Published Article; Download Accepted Version

Curran, F.C. (2018). Does the Chicago Safe Passage program reduce reported crime around elementary schools? Evidence from longitudinal, geocoded crime data. Criminal Justice Policy Review. Published Article; 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. Published Article

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. Published Article; Download Accepted Version

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), 207-231Download Published Version

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. Published Article; Download Accepted Version

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. Published Article; Download Accepted Version

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. Published Article; Download Accepted Version

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. Published 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.

BOOK CHAPTERS

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.

POLICY BRIEFS AND REPORTS

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 http://edpolicylab.umbc.edu

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.  www.scholarsstrategynetwork.org

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.  www.scholarsstrategynetwork.org

MANUSCRIPTS IN PROGRESS

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)

Teaching Kids to Trust Police: Student-Police Interactions in School and Legal Socialization (with Aaron Kupchik, 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

Kindergarten Cop: A Case Study of How a Coalition between School Districts and Law Enforcement Led to School Resource Officers in Elementary Schools (with Samantha Viano and Benjamin Fisher)

A Qualitative Analysis of How Stakeholders Conceptualize School Safety (with Bryant Plumlee, Benjamin Fisher, and Samantha Viano)

How do interactions with school resource officers predict students’ likelihood of being disciplined and feelings of safety? Mixed-methods evidence from two school districts. (with Samantha Viano, Benjamin Fisher, and Aaron Kupchik)

When Schooling and Policing Collide: Qualitative Perceptions of the Impacts of SROs on the Elementary School Education Environment (with Samantha Viano and Benjamin Fisher)

Are the Kids Alright? School Resource Officers’ Perceptions of Threats to Schools (with Benjamin Fisher, Ethan Higgins, Aaron Kupchik, Samantha Viano, Suzanne Overstreet, Bryant Plumlee, and Brandon Coffey)