Lindsay Daugherty

Photo of Lindsay Daugherty
Senior Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
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

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

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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 education, workforce development, principal effectiveness, and veteran employment.

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 recent studies focus on programs that leverage financial support to improve college access and success, services for adult education students, and workforce development for veteran and servicemember populations.

Daugherty holds a Ph.D. in policy analysis from the Pardee RAND Graduate School and is also a member of the school's affiliate faculty.

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
  • Are Current Education Benefits Efficient and Effective for the Services

Selected Publications

Daugherty, Lindsay.; Gomez, Celia J.; Carew, Diana G.; Mendoza-Graf, A.C.; Miller, Trey , Competency-Based Programs: An Innovative Approach to Higher Education, RAND Corporation (RR-2337-IES), 2018

Weisburst, Emily; Daugherty, Lindsay; Martorell, Paco; Miller, Trey, "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

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

Karam, Rita T.; Pane, John F., Griffith, Beth A.; Robyn, Abby; Phillips, Andrea; Daugherty, Lindsay, "Examining the Implementation of Technology-Based Blended Algebra I Curriculum at Scale," Educational Technology Research and Development, 2016

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

Daugherty, Lindsay.; Johnston, William; Tsai, Tiffany, Connecting College Students to Alternative Sources of Support: The Single Stop Community College Initiative and Postsecondary Outcomes, RAND Corporation (RR-1740-SSU), 2016

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

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


  • 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