iiinova — where your digital self keeps evolving

Brian Holzman @brianholzman.bsky.social · 24/09/2026

The Texas A&M College of Education & Human Development Ph.D. program in Educational Administration, PK-12 Leadership & Policy will host an informational webinar on Tuesday, October 13th at 7:00 PM CT. Join us to learn more about our program! Register here: bit.ly/TAMU-PK12-PH...

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Center for Research on Educational Opportunity @ndcreo.bsky.social · 22/09/2026

As part of our CREO speaker series, we are excited to welcome Dr. Brian Holzman to the Notre Dame campus on Monday, 9/28! Dr. Holzman's research examines student pathways from middle school to and through college, paying particular attention to barriers to equity for marginalized students.

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Betsy Wolf @betsyjwolf.bsky.social · 16/09/2026

$3500 is too much for researchers to pay out of pocket to have access to publicly owned data.

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Jeremy Singer @jeremylsinger.bsky.social · 14/09/2026

Job alert! @harbatkat.bsky.social and I are hiring a postdoc to help lead research on Michigan's Partnership Model of school and district turnaround. We're looking for qualitative or mixed-method researcher, and hoping to hire ASAP. Reach out with any questions! careers.umich.edu/job_detail/2...

careers.umich.edu

RESEARCH FELLOW (Hybrid) | U-M Careers

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Riley Acton @riacton.bsky.social · 16/09/2026

Ugh. My first foray into ed research was working with a restricted access NCES dataset as an undergrad, which I was able to access thanks to a dedicated advisor & a small stipend from a campus-wide summer research program. No way that would’ve been possible at my LAC if it was $3500.

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Morgan Polikoff @mpolikoff.bsky.social · 16/09/2026

Absolutely terrible decision from IES. Will undermine our knowledge of what works in education, not to mention harming the many researchers who rely on these high-quality datasets for their work.

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Cara Jackson @carajackson.bsky.social · 16/09/2026

I am so sorry to hear this. This is going to dramatically reduce the number of researchers able to use taxpayer-subsidized datasets to produce generalizable knowledge about education. We'll learn less, and the administration will use that as an excuse to scale back even more.

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Brian Holzman @brianholzman.bsky.social · 16/09/2026

It appears the IES Restricted Use Data License program is continuing. But the annual cost is now $3500--nearly 9X costlier than the $400 I paid before. I've been operating under the assumption the whole program would end, and have adjusted my research around that. This just solidifies my decision.

We are writing to ask whether you wish to continue your use of your IES Restricted Use Data License.

IF YES, the virtual workspace materials associated with your Restricted Use Data License will be made available to you in the coming weeks once the enclave has been established and payment has been received. This fee is $2000 for six months’ access to the enclave or $3500 for a year of access to the enclave. Note, no payments are due at this time and will only become due once your workspace is restored in the new enclave.

IF NO, your virtual workspaces will be wiped and IES will close your RUD License. Please note that following termination of the License, no materials may be recovered, nor shall any further Disclosure Risk Review occur for this License.

To continue your use in the new virtual data enclave, you MUST RESPOND BY OCTOBER 15, 2026. At that time, IES will wipe existing virtual workspaces and terminate Restricted Use Data Licenses not confirmed for continuing use.

Thank you,

IES Data Security

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AERA @aeraedresearch.bsky.social · 14/09/2026

A new article in Educational Evaluation and Policy Analysis finds that consequences of redlining persist, with districts with a high concentration of formerly D-graded neighborhoods raising less local revenue & relying disproportionately on state and federal aid. journals.sagepub.com/doi/10.3102/...

journals.sagepub.com

Sage Journals: Discover world-class research

Subscription and open access journals from Sage, the world's leading independent academic publisher.

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Jacob Kirksey @jjacobkirksey.bsky.social · 12/08/2026

📰 Today I'm launching a newsletter on Texas ed policy! Article VII is where I'll house my hot takes that don't make it into policy briefs. Tomorrow, I'll be posting my first take on the role of state intervention via district takeovers. I hope you'll subscribe! www.articlevii.org?r=8reyah&utm...

articlevii.org

Article VII | Jacob Kirksey | Substack

Article VII of the Texas Constitution promises every Texan an efficient system of public free schools. My hot takes on how it's going, supported by data. Click to read Article VII, by Jacob Kirksey, a...

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Brian Holzman @brianholzman.bsky.social · 06/08/2026

I'm co-chairing AERA Div. J (Postsec. Ed.), Section 3 (Org./Mgmt./Leadership). We're looking to expand the reviewer pool for submissions given the high number of proposals. If you're faculty or a post-PhD researcher & can help review, please volunteer in the system or DM/email me. Please share!

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Brian Holzman @brianholzman.bsky.social · 28/07/2026

New working paper @socarxivbot.bsky.social: AVID Insights: Diverse Paths to College Predisposition and Search osf.io/mqydb

osf.io

OSF

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SocArXivBot @socarxivbot.bsky.social · 21/07/2026

Inequality in College Knowledge among Children of Immigrants: osf.io/mf9ux

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AEFP @aefpweb.bsky.social · 26/05/2026

Our Winter 2026 Education Finance and Policy Journal Takeaways are now available! 📖 Get quick, one-page summaries of the latest research articles - perfect for policymakers & practitioners who need the highlights without the deep dive: aefpweb.org/efp-take...

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AEFP @aefpweb.bsky.social · 11/05/2026

Students: Are you considering applying for a dissertation fellowship this upcoming academic year? Join us next Monday, May 18th at 4 PM ET for a webinar on insights from reviewers and awardees. aefpweb.org/ev_calen...

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Emily Penner @emilykpenner.bsky.social · 08/04/2026

Importantly, *all* students, not just specific demographic groups experienced GPA benefits. Every student group we examined – across race/ethnicity, gender, special education status, and Emergent Bilingual status – showed positive effects.

This figure shows point estimates from within-student fixed-effect regressions for the full sample and sub-samples by 8th grade GPA bins and racial/ethnic identity groups. All point estimates are near the overall coefficient of 0.19 grade points and are statistically significant.

This figure shows point estimates from within-student fixed-effect regressions for the full sample and sub-samples by gender identity, Special Education enrollment status and Emergent bilingual (EL) status. All point estimates are near the overall coefficient of 0.19 grade points and are statistically significant.

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Emily Penner @emilykpenner.bsky.social · 08/04/2026

Some good news: SFUSD's high school Ethnic Studies course has substantial academic benefits when implemented district-wide. New research by @birajbisht.bsky.social, Sade Bonilla, Grace Kim, and myself just out today in @aeraedresearch.bsky.social 🧵 doi.org/10.3102/0002...

doi.org

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Subscription and open access journals from Sage, the world's leading independent academic publisher.

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Brian Holzman @brianholzman.bsky.social · 09/03/2026

How Texas plans to tie school accountability grades to college success, job wages kinder.rice.edu/urbanedge/ho...

kinder.rice.edu

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Brian Holzman @brianholzman.bsky.social · 16/02/2026

1/ 🚨 New publication in Educational Researcher "Who Lives in a STEM Desert?" 🔗: doi.org/10.3102/0013... We introduce student-level measures of “STEM deserts”—areas where students have limited nearby access to STEM courses and curricular pathways. #STEM #EdPolicy #Equity

STEM deserts, similar to education deserts, are rural, suburban, and urban areas where students have limited access to school-based STEM curriculum and coursework opportunities. Using administrative data from the Houston Independent School District following a state policy change to high school graduation requirements, this study develops measures of STEM deserts and identifies the students most likely to live in them. Findings reveal that Black and Asian/Pacific Islander students, students from non-English-speaking households, and those from lower socioeconomic neighborhoods are disproportionately likely to live in STEM deserts compared to White students, students from English-speaking households, and those from higher socioeconomic neighborhoods.

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SocArXivBot @socarxivbot.bsky.social · 02/02/2026

Summer Melt and the Postsecondary Pathway: osf.io/zkd9h

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Morgan Polikoff @mpolikoff.bsky.social · 03/02/2026

"high-achieving underrepresented minority college-goers were up to 10 percentage points less likely to enroll in highly selective colleges... “cascading” down the college selectivity distribution into less selective colleges with lower graduation rates and earnings." edworkingpapers.com/ai26-1392

edworkingpapers.com

College Enrollment Patterns After SFFA v. Harvard

We study how U.S. high school students’ patterns of college entry changed in the first year after the Supreme Court’s 2023 SFFA v. Harvard ruling. Drawing on a rich dataset linking more than 12 millio...

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Access, Detracking, and Tracking Special Interest Group @accessdetracktrack.bsky.social · 22/01/2026

New study: Drawing on categorical inequality concepts & leveled tracking, this study explores how EL labeling limits access to college-level course-taking; finding differences in postsecondary outcomes vary by reclassification timing & disparities in college-level coursework.https://buff.ly/lPeK4G8

journals.sagepub.com

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Brian Holzman @brianholzman.bsky.social · 14/01/2026

Our paper, “EMERGEing Educational Opportunities,” is now assigned to an issue in Education Finance & Policy. First online in summer 2025, it uses sharp RD to estimate effects of intensive advising on selective college outcomes for high-achieving, low-SES students. doi.org/10.1162/edfp...

doi.org

EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes

Abstract. Improving college access for high-achieving students from low socioeconomic backgrounds remains a critical challenge. While some research suggests that providing information alone can influe...

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Brian Holzman @brianholzman.bsky.social · 12/01/2026

1/ 🚨 New article out in Educational Evaluation & Policy Analysis “Sorted and Tracked: English Learners, College-Level Course-Taking in High School, and Postsecondary Opportunity” 🔗: doi.org/10.3102/0162... (open access!) #SocEd #HigherEd #EdPolicy #EL

Drawing from frameworks of categorical inequality and leveled tracking, this study examines how English learners (EL) status serves as a label that limits students’ access to college-level course-taking in high school and subsequent postsecondary opportunities. We find that EL–never-EL gaps in postsecondary outcomes vary by the timing of reclassification but are largely explained by student and school factors. We also show that ELs reclassified in later grades take fewer college-level courses than both never-EL students and ELs reclassified earlier. Nonlinear variance decomposition analyses reveal that a substantial portion of these outcome gaps is attributable to differences in college-level course-taking. We conclude by sharing insights from district staff to help schools support EL students in completing college-level coursework and expanding their postsecondary opportunities.

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NBER @nber.org · 11/01/2026

Digital incentives increase parent survey participation, but language matters. Higher incentives and clearer options lead to more equitable engagement, from Kalena Cortes, Brian Holzman, Melissa D. Gentry, and Miranda I. Lambert www.nber.org/papers/w34653

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Rob Reid @robcat26.bsky.social · 19/12/2025

The same old story about the intractability of poverty—and the uphill efforts of those who help students work past it—needs retelling in as many ways as we can. www.texastribune.org/2025/12/18/t...

texastribune.org

Texas college completion rises, low-income students left behind

Economically disadvantaged students are much less likely to go on and attain degrees, according to new state data that tracks long-term outcomes.

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SocArXivBot @socarxivbot.bsky.social · 30/12/2025

Institutional Social Capital and Postsecondary Outcomes: osf.io/8arh6

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Paul Bruno @paul-bruno.com · 22/12/2025

Sorted and Tracked: English Learners, College-Level Course-Taking in High School, and Postsecondary Opportunity journals.sagepub.com/doi/abs/10.3...

journals.sagepub.com

Sage Journals: Discover world-class research

Subscription and open access journals from Sage, the world's leading independent academic publisher.

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Brian Holzman @brianholzman.bsky.social · 22/12/2025

Finally approved after 7 months 🥳😅

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Brian Holzman @brianholzman.bsky.social · 20/11/2025

A third-year PhD advisee of mine is interested in remote summer research associate/fellowship opportunities. She already knows about RAND's summer associate program . . . are there others?

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SocArXivBot @socarxivbot.bsky.social · 17/11/2025

Who Lives in a STEM Desert?: osf.io/s8wzv

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Catherine Mata @catherinematah.bsky.social · 18/11/2025

I highly recommend this postdoc at the @annenberginstitute.bsky.social! If anyone is considering applying, I’m happy to chat about what the postdoc was like for me and what it’s been like living in Providence. Feel free to reach out!

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Annenberg Institute @annenberginstitute.bsky.social · 18/11/2025

📢 New postdoc opportunity at Annenberg! The Annenberg Institute is seeking a postdoctoral research associate for a 2‐year appointment to join a diverse community of scholars committed to educational equity and improvement! More info here: annenberg.brown.edu/opportunitie...

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Brian Holzman @brianholzman.bsky.social · 17/11/2025

Have any NCES data users gotten a disclosure review approved for a paper/report since spring? I've been waiting for 6+ months 😞

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Brian Holzman @brianholzman.bsky.social · 07/11/2025

Check out @melissadgentry.bsky.social's job market paper on transportation for people with disabilities ⬇️ She also conducts great research in the economics of education, including work on a parental engagement RCT.

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SocArXivBot @socarxivbot.bsky.social · 03/11/2025

Digital Incentives in Surveys: Response Rates and Sociodemographic Effects in a Large-Scale Parental Nudge Intervention: osf.io/rtj4e

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Brian Holzman @brianholzman.bsky.social · 21/10/2025

🚨 New preprint! We examine how Texas’s high-school endorsement system (similar to majors)—especially STEM—shapes college choice. Rather than expanding opportunity, the STEM endorsement largely reflects pre-existing academic advantages and rebrands old sorting practices.

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Brian Holzman @brianholzman.bsky.social · 02/09/2025

The Texas A&M College of Education & Human Development Ph.D. program in Educational Administration, PK-12 Leadership & Policy will host an informational webinar on Tuesday, September 30th at 7:00 PM CT. Join us to learn more about our program! Register here: bit.ly/4p2OMuw

Informational Webinar - Ph.D. in Educational Administration, Emphasis in PK-12 Leadership & Policy at Texas A&M University. Save the Date: Tuesday, September 30 from 7:00-8:00 PM Central Time. Register by visiting bit.ly/4p2OMuw.

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Brian Holzman @brianholzman.bsky.social · 10/09/2025

🚨 New preprint! We examine how English learner (EL) status shapes access to college-level coursework (AP, IB, dual credit) in high school—and how this contributes to postsecondary enrollment & completion gaps. #SocEd #HigherEd #EdPolicy #EL

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Brian Holzman @brianholzman.bsky.social · 02/09/2025

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Brian Holzman @brianholzman.bsky.social · 20/08/2025

📢 New working paper with Daniel Klasik & Angel Jones: "The Many Paths to College Enrollment: Re-Conceptualizing the Transition to College" We propose a new college choice model that captures the diverse, nonlinear pathways students take to college. edworkingpapers.com/ai25-1269

Traditional college choice models often fall short in capturing the complex paths that today’s student population takes to postsecondary enrollment. This paper identifies the limitations of the predominant frameworks, such as Hossler and Gallagher’s (1987) three-phase model, arguing that they reflect an outdated enrollment-management perspective, which fails to capture the experiences of many students. We propose a new, student-centered conceptual framework rooted in higher education research that better reflects the realities of the contemporary college-going process. Our model consists of six elements: (1) expectations, (2) academic preparation and the development of “admissions capital,” (3) college knowledge, (4) information gathering and application set formation, (5) application and admission, and (6) enrollment. The framework recognizes that students’ postsecondary pathways are often indirect and shaped by a range of individual and contextual factors. Moreover, it allows for interactions among the elements and emphasizes the enduring influence of educational expectations. By re-conceptualizing the transition to college, our model offers a more nuanced lens for researchers, policymakers, and practitioners seeking to understand and support an increasingly diverse student body and address persistent inequities in college access and choice.

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Brian Holzman @brianholzman.bsky.social · 10/08/2025

Houston Education Research Consortium representation at ASA! #rpp #soced

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