Published Research

Stein, M., Burdick-Will, J. & Grigg, J. (2020). A Choice Too Far: Transit Difficulty and Early High School Transfer. Educational Researcher. Advance online publication. https://doi.org/10.3102/0013189X20949504.

Johnson, S., Spin, P., Connolly, F., Stein, M., Cheng, T., & Connor, K. (2019). Asthma and attendance in urban schools. Preventing Chronic Disease: Public Health Research, Practice, and Policy, 16(E148), 1-10. https://doi.org/10.5888/pcd16.190074

Stein, M. & Grigg, J. (2019). Missing bus, missing school: Establishing the relationship between public transit use and student absenteeism. American Education Research Journal, 56(5), 1834-1860. https://doi.org/10.3102/0002831219833917

Mac Iver, M., Stein, M., Davis, M., Balfanz, B., & Fox, J. (2019). An efficacy study of a ninth grade early warning indicator intervention. Journal of Research on Educational Effectiveness. 12(3), 363-390. https://doi.org/10.1080/19345747.2019.1615156

Burdick-Will, J., Stein, M. & Grigg, J. (2019). Danger on the way to school: Exposure to violent crime, public transportation, and absenteeism. Sociological Science, 6, 118-142. https://doi.org/10.15195/v6.a5   

Davis, M., Mac Iver, M., Balfanz, R., Stein, M. & Fox, J. (2019). Implementation of an early warning indicator and intervention system. Preventing School Failure: Alternative Education for Children and Youth, 63(1), 77-88. https://doi.org/10.1080/1045988X.2018.1506977

Stein, M. (2017). Supporting the summer reading of urban youth: An evaluation of the Baltimore SummerREADS program. Education and Urban Society. 49(1), 29-52. https://doi.org/10.1177/0013124516630595

Meyers, C., Hochbein, C., Smylie, M., Stringfield, S., & Stein, M. (2017). Understanding decline and failure is foundational to moving forward. In C. Meyers & M. Darwin (Eds.), Enduring myths that inhibit school turnaround. Charlotte, NC: Information Age Publishing, Inc.

Stein, M. & Fonseca, E. (2016). A review and analysis of evaluations of summer programs. In K. Alexander, S. Pitcock, & M. Boulay (Eds.), The summer slide: What we know and can do about summer learning loss. New York: Teachers College Press.

Boulay, M., Alexander, K., Pitcock, S, & Stein, M. (2016). Forging a path ahead: A summer learning agenda for the 21st century. In K. Alexander, S. Pitcock, & M. Boulay (Eds.), The summer slide: What we know and can do about summer learning loss. New York: Teachers College Press.

Stein, M. (2015). Public school choice and racial sorting: An examination of charter schools in Indianapolis. American Journal Education. 121(4), 597-627. https://doi.org/10.1086/681920

Stein, M. & Nagro, S. (2015). The readability and complexity of district provided school choice information. Journal of Education of Students Placed at Risk. 20(3), 199-217. https://doi.org/10.1080/10824669.2015.1042105

Nagro, S. & Stein, M. (2015). Measuring accessibility of written communication for parents of students with disabilities: Reviewing 30 years of readability research. Journal of Disability Policy Studies. Advance online publication. https://doi.org/10.1177/1044207314557489  

Rose, B. & Stein, M. (2014). Mechanisms for teacher outreach to parents in charter and traditional public schools. Journal of School Choice. 8(4), 589-617. https://doi.org/10.1080/15582159.2014.973780

Mavrogordato, M. & Stein, M. (2014). Accessing choice: A mixed methods examination of how Latino parents engage in the educational marketplace. Urban Education. 59(9), 1031-1064.

Stein, M. (2012). Should Standardized Student Assessments Guide Curriculum and Instruction in Schools? [The point position]. In A. J. Eakle (Ed.), Curriculum and Instruction: Debating Issues in American Education: A SAGE Reference Set (pp. 58-64). Thousand Oaks, CA: Sage Publications.

Berends, M., Goldring, E., Stein, M., & Cravens, X. (2010) Instructional conditions in charter schools and students’ mathematic achievement gains.  American Journal of Education. 116(3). 303-336

Stein, M., Goldring, E., & Cravens, X. (2011).  Do parents do as they say? Choosing Indianapolis charter schools. In M. Berends, E. Goldring & M. Cannata (Eds.), School Choice and School Improvement. Harvard Education Press: Cambridge, MA

Stein, M., Goldring, E. & Smrekar, C. (2011). Dynamics of parent involvement in urban charter schools: Parents’ perceptions, principals’ expectations, and student achievement. In S. Auerbach (Ed.), School Leadership for Authentic Family and Community Partnerships: Research Perspectives for Transforming Practice. Routledge: New York.

Kearns, D., Fuchs, D., McMaster, K., Sáenz, L., Fuchs, L., Yen, L., Meyers, C., Stein, M., Compton, D., Berends, M.,  and Smith, T. (2010). Factors contributing to teachers’ sustained use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness 3(4). 315-342.

Stein, M., Berends, M. Fuchs, D, McMaster, K., Sáenz, L., Fuchs, L., Compton, D., and Yen, L. (2008). Scaling up an early reading program: Relationships among teacher support, fidelity of implementation, and student performance across different sites and years. Educational Evaluation and Policy Analysis. 30(4). 368-388