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Erica Harbatkin

@harbatkat.bsky.social
917 followers 832 following 39 posts

Assistant professor of educational policy at Florida State University, runner, cat person, former reporter. Econ of ed, teachers, school accountability and improvement.

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Erica Harbatkin @harbatkat.bsky.social · 14/09/2026
This is a particularly cool project because the people implementing this policy genuinely want to know how they are doing and how they can do better for educators and kids in turnaround schools. So this is an opportunity to do research tethered to the real world, with real policy impact.
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Erica Harbatkin @harbatkat.bsky.social · 14/09/2026
Qual and mixed methods folks should apply! This person will work directly with Jeremy on the qual side and will also have the opportunity collaborate with me and my team at FSU on both reports and mixed methods academic papers.
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Erica Harbatkin @harbatkat.bsky.social · 04/09/2026
This is my 5th year here and our dept has been a fantastic place to be a junior scholar. We have a great mix of senior and junior faculty, get tons of research support, and have amazing students. If you're a junior educational leadership/policy person who does qual methods work, you should apply!
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Erica Harbatkin @harbatkat.bsky.social · 04/09/2026
We are primarily looking for a qualitative scholar to contribute to our scholarly community and to teach and advise in the EdD program.
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Erica Harbatkin @harbatkat.bsky.social · 04/09/2026
We are hiring a tenure track assistant professor of educational leadership and policy at FSU for the 2026-27 year! I am co-chairing the search, so feel free to reach out with questions. jobs.omni.fsu.edu/psc/sprdhr_e...
jobs.omni.fsu.edu
Explore Jobs
The Department of Educational Leadership & Policy Studies (ELPS) in the Anne Spencer Daves College of Education, Health, and Human Sciences at Florida State University invites applications for a nine-month, tenure-earning assistant professor position. We seek a colleague committed to research, mentorship, teaching, and advising. The successful candidate will be expected to participate in ongoing research in well-defined scholarship areas with clear connections to K-12 educational policy, advise professional doctoral students in our online EdD program, chair EdD dissertation committees, contribute to academic service, and apply for external funding to support new research projects.
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Erica Harbatkin @harbatkat.bsky.social · 12/11/2025
We're starting a fund in Danny's memory, and will use it toward purposes that he cared about. If you're interested in giving, visit bit.ly/DannyMoraguez. Check “I would like to make this gift in honor or memory of someone.” Enter Danny’s name in “tribute name” and it will go toward this fund. /end
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Erica Harbatkin @harbatkat.bsky.social · 12/11/2025
Danny was the best, funniest, and kindest colleague, teacher, and friend. He sang in his office and sneezed louder than anyone on earth. He was a thoughtful mentor and teacher to his students and went over and above any reasonable expectations. He raised one of the best cats, Wilson (photo). 2/3
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Erica Harbatkin @harbatkat.bsky.social · 12/11/2025
Our amazing colleague Danny Moraguez died last month: lnkd.in/eYag-N6q Danny was a brilliant scholar who was committed to social justice and educational equity. @anniewoff.bsky.social, @waltecton.bsky.social, and I couldn't have been luckier to have Danny in our hiring cohort. 1/3
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Erica Harbatkin @harbatkat.bsky.social · 17/06/2025
There's a lot going on in the world right now, but in some good news: @alexmoran.bsky.social defended his dissertation today! Alex is such a smart, thoughtful ed policy researcher and the field is beyond lucky to have him. I hope I did a better job advising than I did taking this photo.
Alex smiling in front of his dissertation intro slide, which says, "Three Essays on Strengthening the Teacher Workforce"
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Walt Ecton @waltecton.bsky.social · 30/05/2025
Please share this position with your networks! You'll get to work with me, @harbatkat.bsky.social, Christine Mokher, Stacey Rutledge, & a great team at the U of Michigan, Florida State U, and the CTE Research Network. Please reach out w/questions - ecton@umich.edu!🧵 careers.umich.edu/job_detail/2...
careers.umich.edu
Research Area Specialist Associate | U-M Careers
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Erica Harbatkin @harbatkat.bsky.social · 12/05/2025
Yay!!! Congratulations!!
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Laura Rogers @laurarogers.bsky.social · 24/03/2025
New from Jen Darling-Aduana, @dave-woo.bsky.social, and me: We observed lessons in an online charter school to understand instructional quality. Despite the school's marketing as an innovative, tailored alternative to traditional brick-and-mortar publics, teachers' instruction rarely reflected this.
journals.uchicago.edu
University of Chicago Press Journals: Cookie absent
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Paul Bruno @paul-bruno.com · 29/01/2025
New from me in Education Finance & Policy: Pandemic-Era School Staff Shortages: Evidence from Unfilled Position Data in Illinois doi.org/10.1162/edfp...
Article abstract reading "Concerns about school staff shortages are longstanding. However, data on shortages are limited, dated, and rare for non-teaching staff. I use administrative data on unfilled certificated positions in Illinois public schools from the fall of 2022 to paint a detailed picture of shortages across teaching, administrative, and other roles, between districts, and between schools. Teacher and administrator shortage rates are low on average, but shortages of other staff - mostly paraprofessionals - are more severe. However, staff-to-student ratios have increased recently for all staff types. Shortages vary substantially between schools within districts and across urbanicity, grade level, and student characteristics, often in ways that likely exacerbate inequities."
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Josh Bleiberg @joshbleiberg.bsky.social · 30/01/2025
🚨I am psyched to share a new working paper from @edutuan.bsky.social & myself 🚨. We show how to estimate turnover & net-negative job loss (think ~shortages) with public data for K12 schools by county from 2000 to present, by race, ethnicity, educ attainment & gender. edworkingpapers.com/ai25-1135 🧵
edworkingpapers.com
Leveraging Quarterly Workforce Indicators to Analyze Teacher Labor Market Dynamics: Inequitable Trends in Educator Turnover
Educator labor markets vary considerably across the country and can change quickly during recessions. We use data from the Quality Workforce Indicators (QWI) on educators in Elementary and Secondary S...
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Erica Harbatkin @harbatkat.bsky.social · 18/01/2025
Hey, that's a pretty cool distinction! Especially since this was probably the best review experience I've had - incredibly thoughtful referees whose comments genuinely made the paper better, clear guidance from you, Roddy. Anyone deciding where to send their next paper should seriously consider EFP.
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Erica Harbatkin @harbatkat.bsky.social · 17/01/2025
EFP paper here: direct.mit.edu/edfp/article... Ungated version available through my website: www.harbatkin.com/publications... Brookings Brown Center Chalkboard post on this research here: www.brookings.edu/articles/the...
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Erica Harbatkin @harbatkat.bsky.social · 17/01/2025
Broadly, our findings suggest that teacher intent to turn over should be taken seriously as even teachers who do not immediately turn over may take time to follow through on their intent. We also show school leaders may be able to mitigate eventual turnover by improving working conditions. 4/5
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Erica Harbatkin @harbatkat.bsky.social · 17/01/2025
We draw on a variety of other survey measures on organizational commitment and working conditions, and find that improvement goal buy-in, climate, leadership, and school safety are all associated with lower intent to turn over and actual turnover behavior. 3/5
Coefplot showing results from regression models predicting (intent to) turn over as a function of improvement goal buy-in, climate, and leadership. Both individual-level and jackknife/leave-one-out/peer measures show that all three measures are associated with reduced probability of (intent to) turn over.
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Erica Harbatkin @harbatkat.bsky.social · 17/01/2025
Linking teacher survey data to statewide administrative data at the teacher level, we find intent to turn over is predictive of immediate turnover, but that turnover behavior can lag behind intent. This extends past research that can only observe teachers for one year after reported intent. 2/5
Coefplot from regression models predicting leaving (for any pathway out, to transfer, and to leave MI education in three different panels, respectively) as a function of intent to do so 1, 2, and 3 years out. Models show increasing coefficient estimates over time on leaving for any pathway out and transfers, and consistently significant/positive estimates for leaving MI education.
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Erica Harbatkin @harbatkat.bsky.social · 17/01/2025
Happy to share that our paper on the relationship between teacher intentions and teacher turnover behavior is now published at Education Finance and Policy. (with @edutuan.bsky.social @alexmoran.bsky.social Katharine Strunk, and Jason Burns). direct.mit.edu/edfp/article... 1/5
direct.mit.edu
Should I Stay or Should I Go (Later)? Teacher Intentions and Turnover in Low-Performing Schools and Districts before and during the COVID-19 Pandemic
Abstract. Teacher turnover is a perennial concern, especially in low-performing, high-poverty schools. While districts and schools may try to anticipate and mitigate turnover by surveying teachers abo...
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Lindsey Kaler @lindseykaler.bsky.social · 17/12/2024
So excited that this work is finally published in Exceptional Children! I loved working on this study of the paraeducator workforce with @roddy-theobald.bsky.social @lizbettini.bsky.social and @natejones.bsky.social. Check it out here: journals.sagepub.com/doi/10.1177/...
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Erica Harbatkin @harbatkat.bsky.social · 12/12/2024
👆This!
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Mark Chin @mememedianmode.bsky.social · 15/11/2024
Education scholars heading to #APPAM2024 - @christocleve.bsky.social and I are organizing an informal happy hour meet up Thursday night 11/21 at The Brass Tap, 7pm! Would love to reconnect with folks while we're all together next week. Please amplify and feel free to invite others!
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Dominique Baker @bakerdphd.bsky.social · 15/11/2024
Oh yay, this paper is finally out at AERA Open! journals.sagepub.com/doi/10.1177/...
Screenshot of the top of the article. Title is Racial Category Usage in Education Research: Examining the Publications from AERA Journals. Authors are Dominique J Baker, Karly S Ford, Samantha Viano, and Marc P Johnston-Guerrero. Abstract reads: How scholars name different racial groups has powerful salience for understanding what researchers study. We explored how education researchers used racial terminology in recently published high-profile peer-reviewed studies. Our sample included 1,427 original empirical studies published in the nonreview AERA journals from 2009 to 2019. We found that two thirds of articles used at least one racial category term, with an increase from about half to almost three quarters of published studies between 2009 and 2019. Other trends include the increasing popularity of the term Black, the emergence of gender-expansive terms such as Latinx, the popularity of the term Hispanic in quantitative studies, and the paucity of studies with terms connoting missing race data or including terms describing Indigenous and multiracial peoples.
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Erica Harbatkin @harbatkat.bsky.social · 15/11/2024
🙋‍♀️
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Erica Harbatkin @harbatkat.bsky.social · 13/11/2024
I would like to be added, please!
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Erica Harbatkin @harbatkat.bsky.social · 12/11/2024
Please add me!
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Erica Harbatkin @harbatkat.bsky.social · 11/11/2024
Please add me if you're still adding folks!
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Erica Harbatkin @harbatkat.bsky.social · 28/02/2024
*Loved* that movie.
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Dr. Samantha Viano @drsamviano.bsky.social · 19/02/2024
🚨 Out now in Ed Researcher @aeraedresearch.bsky.social a new study with @bakerdphd.bsky.social Karly Ford&Marc Johnston-Guerrero 🚨 We coded a census of original research from AERA journals (2009-19) to surface hidden patterns in authors use racial terminology journals.sagepub.com/doi/10.3102/... 1/N
Educational research commonly uses racial terminology but with little understanding of racial classification patterns across the field. In this study, we surface the use of racial terminology using a census of original research published in American Educational Research Association journals between 2009 and 2019. We do so as an ethical quantification exercise, seeking to further social justice goals by encouraging scholarship on racial terminology in educational research. Using latent class analysis, we identify six classes of research ranging from about a third of articles that use almost no racial terminology to an eighth of articles that use terminology extensively. More recently published articles are more likely to be part of classes with extensive or narrow racial terminology usage and less likely to be in classes that are absent racial terminology. Qualitative research is more likely to use extensive racial terminology, and quantitative research is more likely to be absent of or
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Erica Harbatkin @harbatkat.bsky.social · 22/01/2024
Huge benefit. Then it's impressive no matter what it looks like.
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Erica Harbatkin @harbatkat.bsky.social · 22/01/2024
We bring cookies around to neighbors often and found out a year in that the old lady who hand-delivered a thank-you note each time has a gluten thing. I think she just gave them to her husband? But no one is ever visibly offended by our 4yo's homemade baked goods (even if they quietly toss them).
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Erica Harbatkin @harbatkat.bsky.social · 17/01/2024
You should be able to change the font size in Preferences from the do-file editor. I think?
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Erica Harbatkin @harbatkat.bsky.social · 08/11/2023
Our findings have policy implications. Many schools across the US did move off state low-performing lists. But that doesn't mean they have ample resources for their continued work. Turnaround schools--even exited ones--will need help supporting students given the vast challenges wrought by COVID.
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Erica Harbatkin @harbatkat.bsky.social · 08/11/2023
These factors contributed to disrupted learning in turnaround districts and especially turnaround schools--those schools that were aiming to improve before the pandemic. This undermined improvement efforts and students made slower learning gains than elsewhere in the state during the pandemic.
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Erica Harbatkin @harbatkat.bsky.social · 08/11/2023
And turnaround districts remained remote for longer than others in MI, further amplifying the role of these disruptions in student learning.
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Erica Harbatkin @harbatkat.bsky.social · 08/11/2023
In turn, students engaged with especially salient challenges related to new at-home responsibilities, parent/guardian job loss, food insecurity, and housing instability. These factors contributed to an especially challenging at-home learning context.
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Erica Harbatkin @harbatkat.bsky.social · 08/11/2023
The communities they serve had higher case and death rates, especially in the pandemic's early days, and more deaths per confirmed case. In turn, students experienced significant learning disruptions, especially in turnaround schools.
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Erica Harbatkin @harbatkat.bsky.social · 08/11/2023
New from me, Katharine Strunk, and Aliyah McIlwain in Econ of Ed: Using a variety of data sources, we show that schools and districts slated for turnaround before the pandemic experienced some of the pandemic's most harmful effects. Ungated: authors.elsevier.com/a/1h%7E-k%7E...
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Erica Harbatkin @harbatkat.bsky.social · 07/11/2023
Feels like @waltecton.bsky.social might have ideas?
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Jeremy Singer @jeremylsinger.bsky.social · 30/10/2023
We (EPIC) have a new report today on MI's Partnership schools and districts--those identified for additional supports and accountability measures under the state's turnaround policy. The report focused on staffing challenges and resulting consequences during 2022-23. epicedpolicy.org/human-capita...
epicedpolicy.org
Education Policy Innovation Collaborative | Human Capital Challenges in Round 4 Partnership District...
Education Policy Innovation Collaborative, a research center devoted to rigorous evidence about education policy. Producing research with consequence
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Josh Bleiberg @joshbleiberg.bsky.social · 25/10/2023
New Brookings Chalkboard post published with @bethschueler.bsky.social & @mimiarnoldlyon.bsky.social asking the question, Do state takeovers of school districts work? www.brookings.edu/articles/do-...
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Erica Harbatkin @harbatkat.bsky.social · 19/10/2023
And now that he has joined the platform, I can say this post is with @edutuan.bsky.social -- who you should definitely follow now that he's here! (also, the larger paper was also cowritten with @alexmoran.bsky.social and the still-blueskyless Katharine Strunk and Jason Burns)
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Erica Harbatkin @harbatkat.bsky.social · 19/10/2023
The AIR team is doing super-interesting work on accountability system design!
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Erica Harbatkin @harbatkat.bsky.social · 19/10/2023
We also show that school organizational conditions and organizational commitment are important factors in teacher intentions to leave their school, and, to a lesser degree their actual turnover behavior.
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Erica Harbatkin @harbatkat.bsky.social · 19/10/2023
We have a new post for Brookings on teacher intentions and actual turnover! Most teachers stay after 1 yr regardless of expressed intent--but intent becomes increasingly predictive over a 3-year period. www.brookings.edu/articles/the... Based on our working paper at edworkingpapers.com/ai23-815
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Erica Harbatkin @harbatkat.bsky.social · 19/10/2023
From me & @betsyjwolf.bsky.social! We show that states can offset loss of stability in growth measures by using multiple years of data for school ratings. Also: growth generates more equitable ratings than proficiency--but still disproportionately penalizes high-poverty, high-URM schools.
Scatterplots of school rating percentiles in year t and t+1 using different weights on growth vs. proficiency and using 1 vs. 3 years of data to generate percentiles. Shows that year-to-year correlations are stronger for proficiency, as expected, but the school rating that weights growth more heavily and uses 3 years of data is as stable as the rating that weights proficiency more heavily using 1 year of data.Bar graph with four panels, each representing a different potential identification rule for low-performing schools. Bars represent 3 quantiles of school poverty (lowest, middle, and highest poverty schools) over 3 possible weighting schemes for school ratings, with 1 being the modal state approach under ESSA, another a weighting scheme that weights proficiency more heavily, and a third that weights growth more heavily.  Shows that across all rules and weighting schemes, the highest poverty schools are disproportionately identified in the bottom 5%. But the disparity is largest for the measure that weights proficiency most heavily.
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Dr. Samantha Viano @drsamviano.bsky.social · 02/10/2023
Feels about time for an introduction! I am an Assistant Professor at George Mason University where I teach aspiring educational leaders & researchers. I conduct research on school security, school improvement, high school graduation policies, and racial inequality (when I am not watching reality TV)
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Erica Harbatkin @harbatkat.bsky.social · 27/09/2023
We have an assistant professor position open in education policy at Florida State, with a focus on teaching in the EdD program. Info below, and I'd be very happy to chat with anyone who has questions about the department, FSU, or anything else you might be wondering about! bit.ly/3rnsk6n
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