Katherine M. Bowser, Ph.D.
Photo Credit: Allegheny College
I recently completed my Ph.D. in Education, concentrating in Education Policy and Econometrics/Quasi-Experimental Methodology, at George Mason University. Upon completing my degree, I joined the National Council on Teacher Quality (NCTQ), where I currently work as a Research Analyst. I am also a researcher on a transdisciplinary team conducting cutting-edge research using generative AI, qualitative analysis, and econometrics to better understand principal performance.
My dissertation examined the quasi-experimental effects of adopting a four-day school week on teacher, principal, and paraprofessional staff turnover and district financial outcomes. I have also studied reformed educator evaluation systems and their implications for important teacher and student outcomes.
Before shifting to research, I had over six years of experience in the edtech sector and 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. Is Less More? The Quasi-Experimental Effects of Four-Day School Week Adoption on Teacher, Principal, and Paraprofessional Staff Turnover and District Financial Outcomes.
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.