Lindsay Daugherty

Photo of Lindsay Daugherty
Senior 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

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 senior policy researcher at the RAND Corporation who specializes in education and workforce policy. Her recent areas of focus include college 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 to address critical education and workforce issues, including ongoing partnership work with the Ohio Department of Higher Education and the Texas Higher Education Coordianting Board. 

Daugherty has expertise in the design of experimental, quasi-experimental, and descriptive studies and assessing the implementation of policies and programs in education and workforce development. She is currently leading several randomized control trials funded by the Institute of Education Sciences at the U.S. Department of Education to evaluate college success reforms. Daugherty is also studying pathways of students in Ohio through stackable credential programs in health care, information technology, and manufacturing, examining postsecondary education and employment progress for these students. Other recent studies have examined principal preparation programs and the transitions of military servicemembers into education and employment. 

Daugherty holds a Ph.D. in policy analysis from the Pardee RAND Graduate School, a M.A. in applied economics from the University of Michigan, and a B.A. in economics from University of California Berkeley.

Recent Projects

  • Connecting Community College Students to Public and Community Resources: An Experimental Evaluation of Single Stop
  • Mapping Workforce Certificate and Degree Pathways in Ohio: Are Postsecondary Training Opportunities Setting Students Up for Success?
  • 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

Selected Publications

Daugherty, Lindsay; Kramer, Jenna W.; Anderson, Drew M.; Bozick, Robert, Stacking Educational Credentials in Ohio: Pathways through Postsecondary Education in Health Care, Manufacturing and Engineering Technology, and Information Technology, RAND Corporation (RR-2938-IES), 2020

Daugherty, Lindsay; Schweig, Jonathan D.; Gates, Susan M., A Team-Based Leadership Intervention in New York City Schools: An Evaluation of the Targeted Intensive School Support Program, RAND Corporation (RR-4245-NYCLA), 2020

Daugherty, Lindsay; Miller, T.; Carew, Diana G., Supporting College Enrollees Who Test at the Lowest Levels of Readiness: Lessons from Texas Community Colleges, RAND Corporation (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., 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, RAND Corporation (RR-2337-IES), 2018

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

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; Johnston, William R.; 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


  • College students in a lecture hall with face masks, photo by FatCamera/Getty Images

    Next Year's Freshman: How Corequisites Might Help Address COVID-19 Learning Loss

    As states and colleges look to address learning loss due to COVID-19, it is important that they not turn to traditional models of remediation that prevent students from directly entering college coursework. Instead, they should look to new, effective models of corequisite support.

    Jul 13, 2021 The RAND Blog

  • 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