Lindsay Daugherty

Photo of Lindsay Daugherty
Senior Policy Researcher
Santa Monica Office

Education

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

Media Resources

This researcher is available for interviews.

To arrange an interview, contact the RAND Office of Media Relations at (310) 451-6913, or email media@rand.org.

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Overview

Lindsay Daugherty is a policy researcher at the RAND Corporation who specializes in education and workforce policy. Her recent areas of focus include postsecondary access and success, developmental/remedial education, workforce development programs, and the education and training of military and veteran populations. Daugherty's work often involves close partnerships with policymakers and practitioners, with ongoing partnerships that include the Texas Higher Education Coordinating Board and the Ohio Department of Higher Education.

Daugherty is currently co-leading several projects funded by the U.S. Department of Education to assess and improve developmental education policies and programs, including a randomized control trial of corequisite remediation and a technical assistance study to support the implementation and continuous improvement of several major reforms. She is also leading a study in Ohio that examines individuals completing stackable credential programs in health care, information technology, and manufacturing, including transitions into employment. Other recent studies include a quasi-experimental evaluation of the impact of a program that leveraged public and community resources to improve college access and success, a mixed methods study of a principal support program, and studies of several different workforce training programs for defense personnel.

Daugherty holds a Ph.D. in policy analysis from the Pardee RAND Graduate School.

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
  • Evaluation of Single Stop Community College Initiative
  • Mapping Workforce Certificate and Degree Pathways in Ohio: Are Postsecondary Training Opportunities Setting Students Up for Success?

Selected Publications

Daugherty, Lindsay; Miller, T.; Carew, Diana G., Supporting College Enrollees Who Test at the Lowest Levels of Readiness: Lessons from Texas Community Colleges, (RR-2938-IES), 2019

Daugherty, Lindsay.; Karam, Rita T., Basco, Daniel and Kaufman, Julia H. , Tools for improving corequisite models: a guide for college practitioners. , RAND Corporation (TL-319-IES), 2019

Daugherty, Lindsay.; Tsai, Tiffany, A one-stop approach to supporting the nonacademic needs of community college students: an evaluation of Single Stop's impact in North Carolina, RAND Corporation (RR-2767-SSU), 2018

Daugherty, Lindsay., Gomez, Celia J., Carew, Diana G., Mendoza-Graf, Alexandra C. & Miller, Trey , Designing and Implementing Corequisite Models of Developmental Education: Findings from Texas Community Colleges, (RR-2337-IES), 2018

Leeds, Daniel; McFarlin Jr., Isaac; Daugherty, Lindsay, "Does Student Effort Respond to Incentives? Evidence from a Guaranteed College Admissions Program," Research in Higher Education, 2017

Daugherty, Lindsay.; Martorell, Paco.; McFarlin, Isaac, "Innovative Pathways through Developmental Education and Post-Secondary Success: An Examination of Developmental Math Interventions Across Texas," The Journal of Higher Education, 88(2), 2017

Wenger, Jennie W., Miller, Trey, Baird, Matthew D., Buryk, Peter, Daugherty, Lindsay, Graf, Marlon, Hollands, Simon, Jahedi, Salar, Yeung, Douglas , Are Current Military Education Benefits Efficient and Effective for the Services, RAND Corporation (RR-1766-OSD), 2017

Schaefer, Agnes G.; Carey, Niel B.; Daugherty, Lindsay; Cook, Ian P.; Case, Spencer., Review of the provision of job placement assistance and related employment services to members of the reserve components., RAND Corporation (RR-1188-OSD), 2016

Commentary

  • A man carries food donated by Alianza Ecuatoriana International at a food pantry in Queens, New York, May 16, 2020, photo by Eduardo Munoz/Reuters

    Emergency COVID-19 Aid Helps College Students with Food and Housing: Four Ways Colleges Can Maintain That Support

    COVID-19 has expanded the pool of cash-strapped college students, but many were already struggling before the pandemic. The crisis could draw attention to food and housing insecurity among college students, and give college leaders a chance to consider how to address these needs more systematically over the long term.

    May 26, 2020 The RAND Blog

  • College students in silhouette tossing caps in the air, photo by Rawpixel Ltd/Getty Images

    Addressing the College Completion Problem

    More than half of students who enter college end up dropping out without ever completing a degree or certificate. Time and money are wasted without the benefits of a degree. While colleges are experimenting with novel techniques to boost completion rates, strategic support from the federal government could further these efforts.

    May 9, 2019 The RAND Blog

  • Group of college students in class

    The Case for Corequisites: What Are the Ingredients of Success?

    More than two-thirds of community college students and 40 percent of four-year college students take at least one developmental education course. States and colleges across the United States are experimenting with innovative approaches to developmental education to improve graduation rates for struggling students.

    May 23, 2018 Center for the Analysis of Postsecondary Readiness

  • Professor teaching a college class

    Ready, Set, College

    With the nation investing at least $1 billion a year in developmental education, states and colleges are rethinking their approaches to reform. Are states moving too fast to mandate developmental education policy? It depends on the policy.

    Mar 5, 2018 U.S. News & World Report

  • Adult students attending a computer course

    Community Colleges Can Be 'First Responders' in Retraining Displaced Workers

    Many of the occupations with the most opportunities require two-year degrees or certificates. Community colleges play a key role in training students for these jobs and offer a supportive environment for displaced and dissatisfied workers.

    Feb 16, 2017 The Hill

  • 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 wise-qatar.org

Publications