Education policy; early childhood education; school discipline and safety; teacher labor markets; politics of education
In the News
Baltimore Sun op ed: “Improve Baltimore schools to attract families”
Ph.D., Leadership and Policy Studies, Vanderbilt University Peabody College
M.A., Curriculum and Instruction, University of Mississippi
B.A., Philosophy, University of Florida
B.A., Biochemistry, University of Florida
Select Recent Publications
Curran, F.C. & Kitchin, J.* (2018). Estimating the relationship between corporal punishment use and school suspensions: Longitudinal evidence from the Civil Rights Data Collection. Peabody Journal of Education, 14(3), Online First.
Curran, F.C. & Kellogg, A.* (2018). Sense-making of federal education policy: Social network analysis of social media discourse around the Every Student Succeeds Act. Journal of School Leadership, 27(5), 622-651.
Engel, M., Cannata, M., Curran, F.C. (2017). Principal influence in teacher hiring: Documenting decentralization over time. Journal of Educational Administration. Online First.
Curran, F.C. (2017). Estimating the relationship between preschool attendance and kindergarten science achievement: Implications for early science achievement gaps. Education Finance and Policy. Online First.
Curran, F.C., Viano, S., & Fisher, B.W. (2017). Teacher victimization, turnover, and contextual factors promoting resilience. Journal of School Violence. Online First.
Curran, F.C. (2017). Income-based disparities in early elementary school science achievement. Elementary School Journal. 118(2), 207-231.
Curran, F.C. (2017). The law, policy, and portrayal of zero tolerance school discipline: Examining prevalence and characteristics across levels of governance and school districts. Educational Policy.
Curran, F.C. & Kellogg, A*. (2016). Understanding science achievement gaps by race/ethnicity and gender in kindergarten and first grade. Educational Researcher, 45(5), 273-282.
Curran, F.C. (2016). Estimating the effect of state zero tolerance laws on exclusionary discipline, racial discipline gaps, and student behavior. Educational Evaluation and Policy Analysis, 38(4), 647-668.
Experience and Honors
2015-2016 Emerging Education Policy Scholar, Thomas B. Fordham Institute and the American Enterprise Institute.