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Lindsay Page

Associate Professor, Psychology in Education, University of Pittsburgh School of Education

Research Scientist, Learning Research & Development Center

Research Interests

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.

Iriti, J., Page, L., Venkatesan, A., & Hiestand, R. (2019). Growing college enrollment and persistence with the Pittsburgh Promise. College Promise Campaign Policy Brief No. 5.

Morris, P., Connors, M., Friedman-Krauss, A., McCoy, D., Weiland, C., Feller, A., Page, L., Bloom, H., & Yoshikawa, H. (2018). New findings on impact variation from the Head Start Impact Study: Informing the scale-up of early childhood programs. AERA Open, 4(2), 1–16.

Smythe-Leistico, K., & Page, L. C. (2018). Connect-Text: Leveraging text-message communication to mitigate chronic absenteeism and improve parental engagement in the earliest years of schooling. Journal of Education for Students Placed at Risk 23(1-2). 139-152.

Iriti, J., Page, L., & Bickel, W. (2018). Place-based scholarships: Catalysts for systems reform to improve postsecondary attainment. International Journal of Educational Development, 58, 137-158.

Ertefaie, A., Hsu, J. Y., Page, L. C. & Small, D. (2018). Discovering treatment effect heterogeneity through post-treatment variables with applications to the effect of class size on math scores. Journal of the Royal Statistical Society, Applied Statistics (Series C), 67(4), 917-938.

Page, L. C., Iriti, J. E., Lowry, D. J., & Anthony, A. M. (2018). The promise of place-based investment in postsecondary access and success: Investigating the impact of the Pittsburgh Promise. Education Finance and Policy.

Miratrix, L., Furey, J., Grindal, T., Feller, A. & Page, L. C. (2018). Bounding, an accessible method for estimating principal causal effects, examined and explained. Journal of Research on Educational Effectiveness, 11(1), 133-162.

Martin, E., Weiland, C. & Page, L. C. (2018). Text-based mentoring for new moms: A feasibility study. Early Child Development and Care, 1 – 24.

Pimentel, S. D., Page, L. C., Lenard, M. & Keele, L. (2018). Optimal multilevel matching using network flows: An application to a summer reading intervention. The Annals of Applied Statistics, 12(3), 1479 – 1505.

Dougherty, S. M., Goodman, J., Hill, D. V., Litke, E. G., & Page, L. C. (2017). Does more rigorous middle school math coursework change students’ college readiness? Brookings Brown Center Chalkboard.

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.

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, 46(8), 434-448.

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.

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., Kehoe, S., 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.

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.

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.

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, 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.

LRDC Research Scientist Lindsay Page was mentioned in the National College Access Network article titled, "Get to Know he Top 10 Pieces of College Access and Success Research."

August 16, 2019


LRDC Research Scientist Lindsay Page was mentioned in the Los Angeles Time's   " Two Factors Keep 'New Gen' Students from Attending College. Here's How to Address Them." 

August 18, 2019


A study conducted by LRDC's Lindsay Page was mentioned in Forbes' magazine's June article titled, "The Best Way to Combat 'Summer Melt' Is With A 'Nudge."

June 24, 2019

Forbes' magazine online


Kudos to Jennifer Iriti and Lindsay Page, who were awarded an Honorable Mention in the Senior Vice Chancellor for Engagement’s Partnerships of Distinction Award for their community engagement work with the Pittsburgh Promise.

March 25, 2019


Lindsay Page received a grant from the Spencer Foundation to fund her project “Matching in Multilevel Contexts.”

March 18, 2019


Lindsay Page and Jennifer Iriti are featured on The Brookings Institute Chalkboard for "College Promise Programs May Need Time To Mature For Full Impact."

November 29, 2018


LRDC's Lindsay Page and Pitt's School of Education Tanner Wallace are two of 12 new researchers to join the Mindset Scholars Network. The network is a community of researchers dedicated to advancing our understanding of students’ psychological experience of learning and school from an interdisciplinary perspective.

November 4, 2018


Lindsay Page was quoted in the October 2 New York Times, "The Power of Student Peer Leaders."

October 2, 2018


Lindsay Page and her research on summer melt were featured in The Journal Times in an article titled, "Texting Program Aims to Help Unified Students get to College".

September 24, 2018


Lindsay Page’s research was referenced on WCTV September 19, "Money is Biggest Reason Accepted Students Don't Attend College.”

September 19, 2018


Lindsay Page and her colleague published a blog post on The Brookings Institution on September 11 about their work on summer melt. The post is titled "Freezing 'Summer Melt' in it's Tracks: Increasing College Enrollment with AI."

September 11, 2018


Lindsay Page's research on summer melt was featured in a Washington Post article titled "Students Are Dropping Out of College Before Even Starting. Here’s How Educators Are Trying to Stop the Trend" on August 23.

August 23, 2018


Lindsay Page and her research on summer melt were cited in a Chronicle of Higher Education newsletter on August 9th, 2018.

August 9, 2018


Lindsay Page had her research on summer melt featured in an infographic in The New York Times on August 5th, 2018.

August 5, 2018


Lindsay Page recently participated in a podcast interview for CPRE Knowledge Hub about her study titled "The Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise."

August 3, 2018


Lindsay Page has her research on summer melt and it's effects on low socioeconomic students covered in a Vox piece published on August 3, 2018.

August 3, 2018


Lindsay Page was featured in The Conversation on May 26, 2018 for her article "Is a Tuition-free Policy Enough to Ensure College Success?" that supports the Dell Scholars program.

May 26, 2018


Lindsay Page has been appointed as one of 45 Faculty Research Fellows to the National Bureau of Economic Research (NBER) in the program on the economics of education.

May 7, 2018


NPR quoted Lindsay Page on an NPR Ed All Things Considered piece, titled "College Decision Day Brings Relief, Excitement and Big Worries About Money," on May 1, 2018.

May 1, 2018


Lindsay Page is the recipient of the 2018 AERA Division L Early Career Award. She has been selected as a result of her work on a wide range of higher education topics, including summer melt.

April 16, 2018