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.
Castleman, B. L., & Page, L. C. (2017). Parental influences on postsecondary decision making: Evidence from a text messaging experiment. Educational Evaluation and Policy Analysis.
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.
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.
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. 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.
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).
Castleman, B., & Page, L. (2015). Beyond FAFSA completion. Change: The Magazine of Higher Learning, 47(1), 28-35.
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.
Page, L. C., Fullerton, J., Cohodes, S. R., West, M. R., Bacher-Hicks, A., Owens, A. & Glover, S. (2013). The Strategic Data Project Strategic Performance Indicators. Education Finance and Policy, Special Issue on Policy Briefs, 8(3), 435-456.
Castleman, B. L. & Page, L. C. (2013). The not-so lazy days of summer: Experimental interventions to increase college entry among low-income high school graduates. New Directions for Youth Development (winter), 77-97.
Page, L. C. (2012). Principal stratification as a framework for investigating mediational processes in experimental settings. With commentary and rejoinder. Journal of Research on Educational Effectiveness, 5(3), 215-244.
Page, L. C. (2012). Understanding the impact of career academy attendance: An application of the principal stratification framework for causal effects accounting for partial compliance. Evaluation Review, 36(2), 99-132.
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
The research of Lindsay Page, Assistant Professor, Education, and LRDC Research Scientist & Stacy Kehoe, a graduate student researcher with Dr. Page, has been reported in the November 3 Brooking Evidence Speaks Report "Should Policymakers Make College Free or Better Support Institutions?"
November 3, 2016
Lindsay Page, Assistant Professor, Education, and LRDC Research Scientist, paper was reported in the Brookings Brown Center Chalkboard article "The Gift of Time: The Opportunity and Benefit of Early FAFSA Filing."
October 20, 2016
LRDC Research Scientist Lindsay Page's and Aaron Anthony's paper on net price calculators is mentioned in the CBS News article, "How you can lower your 'net' cost for college."
October 10, 2016
LRDC Research Scientist Lindsay Page's research on childhood education is mentioned in the Usable Knowledge (a Harvard blog) article "The Clear Value of Preschool."
October 5, 2016
LRDC Research Scientists Lindsay Page and Jennifer Iriti's work is cited in the new White House report on Investing in Higher Education on page 22.
LRDC Research Scientist Lindsay Page's research on "summer melt" was cited in the Wall Street Journal article "Charter School Gives College-Bound Grads the Help They Need."
July 28, 2016
Lindsay Page, LRDC Research Scientist, and co-authors' article "When It Comes To Publicly Funded Preschool, Are We Asking The Wrong Questions And Getting The Wrong Answers?" is published by the Huffington Post.
July 15, 2016
Lindsay Page, LRDC Research Scientist, and her collaborators have been awarded a grant from the Institute of Education Sciences (IES) for their project "Financial Aid Nudges: A National Experiment to Increase Retention of Financial Aid and College Persistence."
July 1, 2016
Lindsay Page and Stacey Kehoe are featured in the on-line forum The Conversation in “Tuition-free college isn’t the only key to student success — but it does play a role.”
May 28, 2016
Lindsay Page and co-authors had a paper awarded the AERA Division H Outstanding Publication Awards for 2016 in Category 1a, Applied Research – Advances in Methodology. See their paper under New Publications.
March 21, 2016
Lindsay Page, and co-authors Benjamin Castle, and Gumilang Sahadewo authored “More than Dollars for Scholars: The Impact of the Dell Scholars Program on College Access, Persistence and Degree Attainment.” Their blog post is hosted by the Dell Foundation.
February 1, 2016
Lindsay Page and Jennifer Iriti were invited members of a meeting of the White House Domestic Policy Council (DPC) on Wednesday, January 20, 2016, in Washington, DC. Page and Iriti, along with approximately 40 university academics and policy researchers from across the country, formed an advisory group designed to inform the Obama administration’s thinking on higher education policy and implications associated with making community college education universally free.
Lindsay Page is mentioned in The Atlantic article "The Importance of High-School Mentors." When it comes to helping young people succeed, education experts and nonprofits are embracing the idea that a broad web of formal and informal role models is key.
Lindsay Page and co-author Judy Scott-Clayton's working paper is mentioned in the December 10, 2015, Washington Post article "Who will be able to afford college in a decade?"