Photo Credit: Allegheny College
I am an Education PhD Candidate at George Mason University with a specialization in Education Policy and a secondary emphasis in Econometrics and Quasi-Experimental Methodology.
My goal is to provide high-quality and accessible research that helps state and local leaders make data-driven decisions that best serve their students, educators, and communities. I am trained and have experience in numerous methodologies, including quantitative, qualitative, and machine learning techniques. However, I specifically have strong skills and interest in using rigorous quasi-experimental regression techniques to evaluate the impact of policies on student and teacher outcomes.
My dissertation examines the implications of adopting a four-day school week (4DSW), which is a growing trend primarily (but not exclusively) in small, rural districts. I employ event study and difference-in-difference analyses to examine the relationship between the 4DSW and a variety of outcomes including teacher turnover rates, teacher perceptions of working conditions, student attendance, and student graduation rates. I am completing my dissertation under the advisement of Seth B. Hunter, PhD (chair, George Mason University), Matthew A. Kraft, PhD (Brown University), and Samantha Viano, PhD (George Mason University). I thank them immensely for their insights and support.
In addition to my work on 4DSW adoption, I also study the performance and evaluation of teachers and principals, including the implementation of evaluative systems and its relationship to important student outcomes utilizing descriptive analysis, variance decomposition, and regression techniques.
I have over five years of experience working for an education technology company that partners with reputable colleges and universities seeking to expand and scale their online degree programs. In my role, I successfully hired, trained, and led a team of nine, managed external partner relationships, and drove process development in order to efficiently meet key performance indicators. I also have six years of experience as a student affairs professional who supported and managed civic engagement programs and community-based internships for college students.
My academic CV can be found here and my professional resume can be found here.
Education
PhD in Education
George Mason University [expected 2024]MA in College Student Personnel
Bowling Green State UniversityBS in Neuroscience
Allegheny College
Research Interests
Education policy
Equitable access to effective teachers
Teacher workforce development
Teacher labor markets
Rural educators and schools
Recent
Hunter, S. B. & Bowser, K. M. (2024). Next-Generation Teacher Evaluation in Rural Missouri: Main and Moderated Effects on Student Achievement and Effects-to-Expenditure Ratios. (EdWorkingPaper: 24-935). Annenberg Institute at Brown University.
Hunter, S.B., Kho, A., Bowser, K.M. (2023). Policy-Assigned Teacher Observations, Their Implementation, and Student Discipline Outcomes: Main, Mediated, and Moderated Relationships. (Working Paper). Nashville, TN: Tennessee Research Alliance.
Under Review
Hunter, S.B., Curby, T.W., Bowser, K.M. Sources of Variance in Field-Based Evaluator and Teacher Self-Reported Instruction: Differences at Baseline and Within-Year Growth.
Works in Progress
Dissertation Manuscript:
Bowser, K.M. Do Fewer Days Equal More Teachers? The Effects of the Four-Day School Week on Rural Teacher Retention.
Bowser, K. M. & Hunter, S. B. Time to Change? Switching from One Next-Generation Teacher Evaluation System to Another and its Association with Student Achievement Scores.
Bowser, K.M. & Hunter, S.B. Using Administrative Data to Describe the Implementation of Teacher Evaluation: An Exploratory Study Utilizing Missouri Data.
Bowser, K.M. & Hunter, S.B. Inside the Black Box of Teacher Evaluation: Implementation Measures and their Associations with Student Outcomes.
Hunter, S. B., Woo, D. S., Anastasopoulos, A., Bowser, K. M., Akter, S. S., Hairston, S. L., Hairston, T. W. Principal-Supervisor and Machine-Generated Evaluation Scores of Principal Performance Portfolios in a Rurally-Focused Multi-State Evaluation System: Their Reliability, Validity, Differences, and Determinants.