Assistant Professor, Psychology in Education, University of Pittsburgh School of Education
Research Scientist, Learning Research & Development Center
Lindsay's work focuses on quantitative methods and their application to questions regarding the effectiveness of educational policies and programs across the pre-school to postsecondary spectrum. Much of her recent work has focused on implementing large-scale randomized trials to investigate potential solutions to "summer melt," the phenomenon that college-intending students fail to transition successfully from high school to college. Lindsay has co-authored a book on summer melt to be published by the Harvard Education Press this coming fall. Lindsay earned an EdD in quantitative policy analysis in education as well as a master's degree in statistics and a master's degree in administration, planning, and social policy, all from Harvard. She holds a bachelor's degree from Dartmouth College.
Dougherty, S. M., Goodman, J., Hill, D. V., Litke, E. G., & Page, L. C. Does more rigorous middle school math coursework change students’ college readiness? Brookings Brown Center Chalkboard, April 27, 2017.
Dougherty, S. M., Goodman, J., Hill, D. V., Litke, E. G., & Page, L. C. (2017). Objective course placement and college readiness: Evidence from targeted middle school math acceleration. Economics of Education Review, 58, 141-161.
Page, L. C., Lowry, D. J. & Nurshatayeva, A. (2017). An examination of the relationship between school district FAFSA completion rates and district poverty levels. Washington, DC: National College Access Network.
Iriti, J., Page, L., & Bickel, W. (2017). Place-based scholarships: Catalysts for systems reform to improve postsecondary attainment. International Journal of Educational Development. DOE: 10.1016/j.ijedudev.2017.02.002
Castleman, B. L., & Page, L. C. (2017). Parental influences on postsecondary decision making: Evidence from a text messaging experiment. Educational Evaluation and Policy Analysis.
Papay, J. P., Bacher-Hicks, A., Page, L. C., & Marinell, W. H. (2017). The challenge of teacher retention in urban schools: Evidence of variation from a cross-site analysis. Educational Researcher. First published online.
Page, L. C. & Iriti, J. E. (2016). On Undermatch and College Cost. In A. P. Kelly, J. S. Howell, & C. Sattin-Bajaj (Eds.), Matching Students to Opportunity (pp. 135-159). Cambridge, MA: Harvard Education Press.
Page, L. C. & Scott-Clayton, J. (2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4 – 22.
Feller, A., Grindal, T., Miratrix, L. & Page, L. C. (2016). Compared to what? Variation in the impacts of head start by alternative child care setting. Annals of Applied Statistics, 10(3), 1245-1285.
Page, L. C., Castleman, B., Sahadewo, G. A. (2016). More than Dollars for Scholars: The Impact of the Dell Scholars Program on College Access, Persistence and Degree Attainment. Retrieved from SSRN: http://ssrn.com/abstract=2726320.
Castleman, B. L. & Page, L. C. (2016). Freshman year financial aid nudges: An experiment to increase financial aid renewal and sophomore year persistence. Journal of Human Resources, 51(2), 389 – 415.
Hurwitz, M., Mbekeani, P. P., Nipson, M. M., Page, L. C. (2016). Surprising Ripple Effects: How Changing the SAT Score-Sending Policy for Low-Income Students Impacts College Access and Success. Educational Evaluation and Policy Analysis.
Anthony, A. M., Page, L. C., Seldin, A. (2016). In the right ballpark? Assessing the accuracy of net price calculators. Journal of Student Financial Aid, 46(2).
Castleman, B., & Page, L. (2015). Beyond FAFSA completion. Change: The Magazine of Higher Learning, 47(1), 28-35.
Dougherty, S., Goodman, J., Hill, D., Litke, E., Page, L. C. (2015). Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration. National Bureau of Economic Research (working paper), 1-50.
Page, L. C., Feller, A., Grindal, T., Miratrix, L., Somers, M-A. (2015). Principal Stratification: A Tool for Understanding Variation in Program Effects Across Endogenous Subgroups. American Journal of Evaluation, 1-18.
Castleman, B. L., Page, L. C. (2015). Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates? Journal of Economic Behavior & Organization, 115, 144-160.
Arnold, K. D., Chewning, A., Castleman, B., & Page, L. (2015). Advisor and student experiences of summer support for college-intending, low-income high school graduates. Journal of College Access, 1(1).
Castlemana, B. L., Owen, L., & Page, L. C. (2015). Stay late or start early? Experimental evidence on the benefits of college matriculation support from high schools versus colleges. Economics of Education Review, 47, 168-179.
Dougherty, S. M., Goodman, J. S., Hill, D. V., Litke, E. G., & Page, L. C. (2015). Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System. Educational Evaluation and Policy Analysis, 37(1), 80-101. http://dx.doi.org/10.3102/0162373715576076
Liebowitz, D. D. & Page, L. C. (2015). Unitary status and residential choice: Evidence from Charlotte-Mecklenburg. In Yesterday, today and tomorrow. School desegregation and resegregation in Charlotte, (R. A. Mickelson, S. S. Smith & A. H. Nelson, editors). Cambridge, MA: Harvard Education Press.
Castleman, B. L. & Page, L. C. (2014). A trickle or a torrent? Understanding the extent of summer "melt" among college-intending high school graduates. Social Science Quarterly, 95(1), 202-220.
Castleman, B. L., & Page, L. C. (2014). Summer Melt: Supporting Low-Income Students Through the Transition to College. Cambridge, MA: Harvard Education Press.
Liebowitz, D. D. & Page, L. C. (2014). Does school policy affect housing choices? Evidence from the end of desegregation in Charlotte-Mecklenburg. American Educational Research Journal, 51(4), 671-703.
Castleman, B. L., Page, L. C. & Schooley, K. (2014). The forgotten summer: Mitigating summer attrition among college-intending, low-income high school graduates. Journal of Policy Analysis and Management, 33(2), 320-344.
Inside Higher Ed highlighted a report written by Lindsay Page and graduate students Danielle Lowry and Aizat Nurshatayeva titled "Ongoing Barriers to College Aid" on October 4.
October 4, 2017
Brookings featured a blog co-written by Lindsay Page, Assistant Professor, Psychology in Education, and LRDC Research Scientist, and Paul Scott, Ph.D. student, School of Education, Research Methods Program, titled "Could 'With a Little Help from My Friends' become the next college access anthem?"
August 18, 2017
The Wall Street Journal cited Lindsay Page, Assistant Professor, Psychology in Education, and LRDC Research Scientist, in the article "College Admissions Officers Won't Just Chill About 'Summer Melt'."
August 11, 2017
The Wall Street Journal
The 74, a news website focusing on education issues in the United States, published an article that features one of Lindsay Page's recent research studies. The article is titled "New Tools to Fight 'Summer Melt': How One University's Texting Campaign is Keeping Incoming Freshmen on Track."
July 31, 2017
NPR highlighted Lindsay Page's work in a July 17, 2017 Hidden Brain podcast. "Why Aren't Students Showing Up for College?" explores the surprisingly high rate of college-intending students that do not make it in the fall.
July 24, 2017
Lindsay Page, Assistant Professor, Psychology in Education, and LRDC Research Scientist, was cited in a July 11, 2017 article on The Incline titled "This Pittsburgh City Councilman Wants Student Loan Relief for Homebuyers."
July 17, 2017
LRDC Research Scientist and Assistant Professor, Psychology, School of Education, Lindsay Page was featured in a Pittwire news brief for having been awarded the 2017 NAEd/Spencer Postdoctoral Fellowship from the National Academy of Education.
June 19, 2017
Lindsay Page, Assistant Professor of Research Methodology and LRDC Research Scientist, was awarded a Spencer Post-doctoral fellowship for the 2017-18 academic year.
May 13, 2017
Lindsay Page, Danielle Lowry, and Aizat Nurshatayeva were cited in Ed Week on April 25th for their report on FAFSA completion rates across the U.S.
April 25, 2017
LRDC Research Scientist and Assistant Professor, Education, Lindsay Page was cited in the March 17 New York Times article "Navigating Our Shameful, Maddeningly Complex Student Aid System."
March 17, 2017
LRDC Research Scientist and Assistant Professor in Education Lindsay Page was featured in the audio link in the NPR article "Parent Alert! Your Child Just Skipped Class."
March 2, 2017
LRDC Research Scientist and Assistant Professor in Education Lindsay Page has been awarded the (Association for Education Finance and Policy) AEFP Early Career Award. The Award recognizes junior scholars with exemplary early career trajectories whose research substantially contributes to the field of education finance and policy.
March 1, 2017
Lindsay Page LRDC Research Scientist and Assistant Professor, Education, her student Aaron Anthony and co-author, have been referred to in the Hechinger Report article on low-income students and college affordability, "Professor hopes his quickie calculator will show low-income students they can afford a selective college."
February 9, 2017
Following the 2017 Edu-Scholar Public Influence Rankings, Education Week put together a subset of top ten rankings in different categories. Lindsay Page was Number Five in the junior faculty top ten.
January 12, 2017
LRDC Research Scientist and Assistant Professor in Education, Lindsay Page, and Director of Center for Urban Studies, Rich Milner, have been included in the 2017 Edu-Scholar Public Influence Rankings published by Ed Week.
January 11, 2017
Lindsay C. Page has been named to the Board of Directors for the Society of Research on Educational Effectiveness (SREE).
Lindsay Page's research on college transition was cited in the January 6 New York Times article on “Test Your Way to College.”
January 6, 2017
Lindsay C. Page, LRDC Research Scientist and Assistant Professor, Research Methodology, and Jennifer Iriti, LRDC Research Associate and Director, Evaluation for Learning Group, were featured in the Pitt Chronicle article "Research on Pittsburgh Promise Shows 'Match' Matters."
December 15, 2016
LRDC Research Scientist and Assistant Professor, Education, Lindsay Page has authored the Harvard Business Review article "Small Nudges Can Improve How Students Apply to College."
November 29, 2016
LRDC Research Scientist and Assistant Professor, Education, Lindsay Page was quoted in the audio version of NPR's Morning Edition article "Hey Students, Applying For College Aid Is Easier! (But Still Hard)."
November 16, 2016