Associate 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.
Page, L. C.,
Page, L.C., Castleman, B.L., & Meyer, M., (2019). Customized nudging to improve FAFSA completion and income verification. Educational Evaluation and Policy Analysis, 20(10), 1-19.
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.
Lindsay Page and her co-author, Alberto Guzman-Alvarez, were cited in Dr. Judith Scott-Clayton's testimony that appeared before the Senate HELP committee on FAFSA simplification.
September 17, 2020
Lindsay Page, along with Tim Renick, authored an opinion piece for Education Dive titled "What does it take for Nudging to Impact College Students' Success?"
September 4, 2020
Lindsay Page has received the Early Career Award from the American Educational Research Association (AERA). The award is given once a year to a scholar who received his or her doctoral degree within the past 10 years. The winners will be honored in a virtual ceremony on September 12, 2020.
July 22, 2020
Lindsay Page was quoted in The Washington Post and The Hechinger Report on the COVID-19 pandemic and its affect on college students' careers.
May 29, 2020
LRDC Research Scientist Lindsay Page was quoted in the April, 8, 2020 New York Time's article, "College is Hard. Iggy, Pounce, Cowboy Joe and Sunny are Here to Help," describing her research on the use of chatbots in schools.
April 8, 2020
Lindsay Page was quoted and several of her papers were cited in the Chalkbeat article, "To and Through: What Research Says About What Works (and What Doesn't) to Help Students Complete College."
January 15, 2020
Lindsay Page and co-authors' research "Customized nudging to improve FAFSA completion and income verification" was featured in Politico Text Reminders Boost FAFSA Filing Rate; Education Dive Counselor nudges increase number of FAFSA application; and University Business When does financial aid nudging work for high school seniors?, among mentions in other news outlets.
October 29, 2019
LRDC Research Scientist Lindsay Page was mentioned in the National College Access Network article titled, "Get to Know the 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