Katherine M. Bowser, Ph.D.
Photo Credit: Allegheny College
I recently earned my Ph.D. in Education from George Mason University, specializing in Education Policy and Econometrics/Quasi-Experimental Methodology.
Currently, I work as a research analyst at the National Council on Teacher Quality (NCTQ), studying district-level teacher policies. I'm also conducting postdoctoral research at George Mason University on the application of generative AI in educator performance evaluation.
My dissertation examined the effects of four-day school weeks on teacher, principal, and paraprofessional staff turnover, as well as district financial outcomes. My research also includes studies on reformed educator evaluation systems and their impact on teacher and student outcomes.
I bring over six years of experience in the educational technology sector, complemented by six years as a student affairs professional where I 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 UniversityMA in College Student Personnel
Bowling Green State UniversityBS in Neuroscience
Allegheny College
Research Interests
Education policy
Educator effectiveness
Educator labor markets
Rural educators and schools
Applications of generative AI in education research
Recent
Bowser, K. M. Is Less More? The Quasi-Experimental Effects of Four-Day School Week Adoption on Teacher, Principal, and Paraprofessional Staff Turnover and District Financial Outcomes. Dissertation.
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.
Hunter, S. B. & Bowser, K. M. Time to Change? Switching from One Next-Generation Teacher Evaluation System to Another and its Association with Student Achievement Scores.
Works in Progress
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.