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Lindsay Page

Assistant 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.

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.

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.

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, 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.

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.

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.

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 (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).

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

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.

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

The Pittsburgh Post-Gazette featured an op-ed by Lindsay Page and Jennifer Iriti related to recent changes to the Pittsburgh Promise and their research on its impact over its first several years.

April 2, 2018


Lindsay Page's research on summer melt is highlighted in a What Works Clearinghouse review that examines research on summer counseling for college.

April 2, 2018


The Chronicle of Higher Education cited Lindsay Page in the article "You Can Help Make Sure Freshmen Show Up. Here's How." Page is first mentioned in the 12th paragraph for her collaborative research on "summer melt" with Ben Castleman.

February 18, 2018


Lindsay Page participated in the TEDx talk series "Education Possible" in Wilmington, Delaware on February 9, 2018. The title of Lindsay's talk is "Proactively Supporting Students To and Through College."

February 9, 2018


Harvard Business Review featured an article by Lindsay Page titled "How Georgia State University Used an Algorithm to Help Students Navigate the Road to College."

January 16, 2018


EdNext featured an article on the Dell Scholars program written by Lindsay Page and Stacy Kehoe, titled "Bridging the College Completion Gap with Comprehensive Systems of Support."

January 9, 2018


The Washington Post featured an article written by Lindsay Page, titled "America's Teacher Shortage Can't be Solved by Hiring More Unqualified Teachers."

January 9, 2018


The 74 featured an article on that covers the Dell Scholars Program paper by Lindsay Page and Stacy Kehoe, titled "How One Program is Closing the College Persistence Gap for Needy Students with Financial Aid, Social Supports, and a Powerful Data Tracker."

January 2, 2018


Inside Higher Ed refers to Lindsay Page's FAFSA research in "Peer-to-Peer Networks Increase College Attainment."

October 27, 2017


Lindsay Page, Education, is cited in The 74’s "Behind That Nobel Prize for Economics, an Innovation for Schools? How ‘Nudge Theory’ Is Already Being Tested in Classrooms."

October 23, 2017


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


The Atlantic cited a recent publication by Lindsay Page, Psychology in Education, and LRDC Research Scientist, in the article "A Simple Way to Bring Down College-Application Costs."

September 11, 2017


Lindsay Page was cited in Cosmopolitan, a women's magazine, in the article "More and More Women Are Drowning in College Debt - Meet 5 of Them."

August 23, 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

The 74


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