My research focuses on student transitions from high school to postsecondary life. I use mixed methodologies to understand how we might best support students to and through college and career. Research-practice partnerships are central to my work. I leverage the perspectives and expertise of practitioners, stakeholders, and research partners inform my research questions and methods.
Below, I provide details of my ongoing dissertation work as well as my other projects and publications.
Programs and Policies to Support Postsecondary Success in Tennessee
My dissertation combines three bodies of qualitative and quantitative research on K-12 and high education policies and programs aimed at preparing and supporting students to and through college and career. The centrality of research-practice partnerships to each project directed the research questions and methodologies applied to this work. Below is information on each major component of my dissertation.
This mixed methods study explores federal and state college and career readiness accountability indicators in an urban district in Tennessee. Using interviews with school and district personnel, I explore how accountability indicators are used to shape school- and district-level decisions. I combine this qualitative analysis with a quantitative analysis of the relationship between meeting accountability indicator criteria and college-going among students.
This quasi-experimental study uses a regression discontinuity design to understand the impact of the secondary-level International Baccalaureate (IB) and Cambridge Advanced International Examinations programs. Specifically, I estimate the impact of different levels of performance on IB and Cambridge Advanced assessments on a range of college outcomes for multiple cohorts of high school graduates.
This qualitative study originates from a larger evaluation of a support program for community college students at Nashville State Community College. In this paper, I use interviews with part-time and non-traditional college students to explore the relevance of time poverty theory for understanding and supporting non-traditional community college students as they enter college and complete their studies.
Mader, N., Smith, M., Powell, R., & Pines, A. (2025). School-Level Support for Online Advanced Placement Students: An Implementation Study of Tennessee’s AP Access for All Program. Peabody Journal of Education, 1–22.
Dougherty, S. and Smith, M. (2025) At What Cost?: Is Technical Education Worth the Investment? Education Finance and Policy. 20(1). 85-109.
Dickason, C., Heinrich, C., and Smith, M. (2024). Delivering on the Promise: The Role of Supplemental Promise Programs in Reducing Barriers to College Success. The Journal of Higher Education. 95(1). 92-119.
Smith, M. and Dougherty, S. (2024) High School Career and Technical Education Finance: Impact of State-Level Policy Changes. EdWorkingPaper: 24-1071. Annenberg Institute at Brown University.
Dougherty, S., Smith, M., and Kelly, B. (2023). Rural Early Childhood Programs & School Readiness: An Evaluation of the Early Steps to School Success Program. EdWorkingPaper: 23-842. Annenberg Institute at Brown University.
Mader, N., Smith, M., Powell, R., and Pines, A. (April 2024) Supporting Online AP Learners: An Implementation Study of Tennessee’s AP Access for ALL Program. Research brief produced through the Tennessee Education Research Alliance (TERA).
Dougherty, S., Nelson, M., Smith, M., Corcoran, S., and Chin, S. (March 2024) Why EPSOs Matter: Preliminary Analysis of EPSO Completion and Student Outcomes in MNPS High Schools. Research brief produced through the Nashville Partnership for Educational Equity Research.