Lindsay Daugherty

Photo of Lindsay Daugherty
Policy Researcher
Santa Monica Office


Ph.D. in policy analysis, Pardee RAND Graduate School; M.A. in applied economics, University of Michigan; B.A. in economics, University of California, Berkeley


Lindsay Daugherty is a policy researcher who specializes in education and workforce policy. Her recent areas of focus include postsecondary access and success, developmental education, principal effectiveness, educational technology, and employment/workforce programs. Daugherty is currently co-leading several projects funded by the U.S. Department of Education to assess and improve developmental education policies and programs. She is also leading a study that examines the effectiveness of a principal coaching program.

Other studies include evaluations of programs that leverage financial support to improve college access and success, including a college scholarship program, a program that connects students to public benefits, and military education benefit programs like the GI Bill and programs to improve developmental education.

Recent Projects

  • A Randomized Controlled Trial Evaluation of the Implementation and Impact ofA Randomized Experiment to Assess Accelerated Pathways through Developmental Education
  • Continuous Improvement of Statewide Developmental Education Policies
  • Evaluation of Targeted Intensive Support for Principals in NYC
  • Are Current Education Benefits Efficient and Effective for the Services
  • An Evaluation of the New Haven Promise

Selected Publications

Daugherty, Lindsay; Davis, Van L.; Miller, Trey, Competency-Based Programs: An Innovative Approach to Higher Education, RAND Corporation (RR-1239-CFAT), 2015

Harrington, Lisa M.; Daugherty, Lindsay.; Moore, S. Craig,; Terry, Tara, Air Force-wide needs for science, technology, engineering, and mathematics (STEM) academic degrees, RAND (RR-659-AF), 2014

Daugherty, Lindsay.; Goldman, Charles A.,; Butterfield, Lindsay.; Miller, Trey, Assessing the potential to expand community college baccalaureate programs in Texas, RAND Corporation (RR-745-CFAT), 2014

Martorell, Francisco.; Miller, Trey.; Daugherty, Lindsay.; Borgschulte, Mark, Effects of military service on earnings and education revisited: variation by service duration, occupation, and civilian unemployment, RAND Corporation (RR-342-OSD), 2014

Daugherty, Lindsay.; Dossani, Rafiq,; Johnson, Erin-Elizabeth.; Wright, Cameron., Moving beyond screen time: redefining developmentally appropriate technology use in early childhood education, RAND Corporation (RR-673z2-PNC), 2014

Daugherty, Lindsay.; Martorell, Paco.; McFarlin, Isaac, "Percent plans, automatic admissions, and college outcomes," IZA Journal of Labor Economics, 3(10):1-29, 2014

Bozick, Robert.; Daugherty, Lindsay.; Scherer, Ethan.; Singh, Reema.; Jacobo Suárez, Mónica.; Ryan, Sarah., Transforming an urban school system: progress of New Haven School Change and New Haven Promise education reforms (2010-2013), RAND Corporation (RR-777-CFGNH), 2014

Pane, John F.; Griffin, Beth Ann.; McCaffrey, Daniel F.; Karam, Rita T.; Daugherty, Lindsay.; Phillips, Andrea., Does an algebra course with tutoring software improve student learning?RAND Corporation (RB-9746-DEIES), 2013


  • Mother and son using a touch pad tablet on a plane

    Step Aside, 'Screen Time.' Make Room for 'Screen Purpose.'

    Technology is simply another way to communicate, learn, and play. It shouldn't automatically be regarded as a threat. Whether technology helps or harms children largely depends on how it is used.

    Nov 17, 2015 U.S. News & World Report

  • Woman using a laptop at her kitchen table

    Exploring New Approaches to Higher Education: The Expansion of Competency-Based Programs

    Policymakers and educators must determine if the risks of maintaining the status quo outweigh the potential benefits of competency-based programs, especially for those students who are ill-served by the traditional higher education model.

    Sep 29, 2015 The RAND Blog

  • A teacher helps a girl use a digital tablet

    Helping Teachers Overcome Technology Barriers in Early Childhood Education

    When it comes to helping children appreciate the benefits of using technology in a classroom setting, early childhood education providers play a critical role integrating that technology appropriately, intentionally, and productively. But these educators face myriad barriers to fulfilling these roles.

    Nov 21, 2014 The RAND Blog

  • Three preschool children using a tablet on the floor

    Access to Technology Is Key to Early Childhood Education

    For children from all income classes to benefit from the proper use of technology in early childhood education, providers, families, and children themselves must have access to an adequate technology infrastructure, including devices, connectivity, and software.

    Nov 4, 2014 The RAND Blog

  • Preschoolers in a classroom looking at a tablet with their teacher

    The Role of Technology in the Lives of Children

    On a typical day, children ages 3-5 spend an average of four hours with technology, and technology use is increasing among children of all ages. Debates about the role of technology in early childhood education are ongoing, with some providers, parents, and others yet to be convinced of its potential benefits.

    Oct 10, 2014

  • Diverse group of kids looking at tablet

    RAND Convenes Experts to Examine Role of Technology in Early Childhood Education

    The forum focused on several key issues underlying successful integration of technology into early childhood settings, including the goals that should be established for technology use, the infrastructure that is needed to support effective technology use, and the role of teachers and parents in facilitating technology use.

    Jun 4, 2014

  • college students in a classroom

    Preserving Access and Quality in an Era of Rising University Tuition Fees

    Many countries have long traditions of full or partial government funding for higher education, but as they struggle with fiscal pressures, they seek ways to shift costs to users. Implementing greater cost sharing without coherent policies to mitigate its impact on students and institutions threatens to worsen both student access and institutional quality.

    Sep 28, 2012