Katharine's research examines the causal impact of public policy decisions on the lived experiences of PK-12 students, teachers, and families. Her work prioritizes collaborative partnerships with policymakers and practitioners, drawing on her own prior professional experiences in both roles. She has a particular interest in examining the impact of policies and programs with equity implications for historically underserved populations.
Attaway, D. S., Malhotra, K. P., & Atteberry, A. (2025). Experimental evidence on the effect of full-day pre-kindergarten on early elementary special education designations. Journal of Research on Educational Effectiveness (in press). Publisher's Version.
​
Malhotra, K. P. (2024). Whose IDEA is this? An examination of the effectiveness
of inclusive education. Educational Evaluation and Policy Analysis, 47(4): 1045-1070. Publisher's Version.
​
Press Coverage: We Are Teachers​
​​
​
Malhotra, K. P. (2024). Charter schools and special education: Systemic challenges and opportunities for innovation. Journal of School Choice, 19(1): 142-162. Publisher's Version.
​​
​
Cohodes, S. R. & Parham, K. S. (2021). Charter schools' effectiveness, mechanisms, and competitive influence. In Oxford Research Encyclopedia of Economics and Finance. Oxford University Press.
Publisher's Version. NBER Version.
​
Press Coverage: Chalkbeat
​
​
Wohlstetter, P., Flack, C., Kim, B., and Parham, K. (2021). The equity implications of career and technical education in the era of ESSA.” Review of Educational Research, 91(3): 356-396. Publisher's Version.
​
Press Coverage: TC Newsroom
Peer-Reviewed
Journal Articles
Manuscripts
Under Review
Malhotra, K. P. Inclusive education economies: The costs of enhancing access for students with disabilities. (Revise and resubmit)
Malhotra, K. P. Expanding access to inclusive education at scale: Lessons from a U.S. school district. (Under review)
Grover, V., Atteberry, A. & Malhotra, K. P. Beyond the classroom: Experimental effects of full-day pre-K on the home lives of young children and their families. (Under review)
Malhotra, K. P. & Atteberry, A. The effect full- vs. half-day pre-K on grade K-3 English learner designations. (Conditional acceptance)
Atteberry, A., Doromal, J., Malhotra, K. P., & Cubides Mateus, D. M. Evidence on how financial bonuses affect early childhood educator retention. (Under review)
​
Works in Progress
Using large language models (AI) to analyze classroom observation transcripts and associated measures of teaching quality, with Allison Atteberry.
The cost-effectiveness of full-day versus half-day pre-Kindergarten in Westminster Public Schools, with Allison Atteberry.
Access vs. attainment: Disability, educational opportunity, and postsecondary outcomes for students with disabilities under Louisiana’s April Dunn Act, with Elizabeth Huffaker.
Benefits for life: Effects of intentionally diverse charter schools on long-term social and academic student outcomes, with Rebecca Schmoys, Douglas Ready, and Sonia Park.
Policy Reports and Public Commentary
Atteberry, A., Doromal, J. B., Malhotra, K. P., & Lansford, T. (2025, January). “The Impacts of Maryland’s Enhanced Childcare Support and Teacher Retention Award (ECSTRA) Bonus Program.” Report. University of Virginia EdPolicyWorks Center. Publisher's Version.
​
​
Wohlstetter, P., & Parham, K. (2021, January 3). “It’s Time for Boldness, Not Retreat: Centering School Reopening Efforts Around Addressing Inequities.” TC Newsroom. Publisher's Version.
​
​
Parham, K. S. (2016). Exceptional Circumstances: A Blog Series on Issues in Early Childhood Special Education. Policy Paper. Washington, DC: New America.
​
​
Parham, K. S. (2016, July 21). “New Report: Extended School Day May Not Be Improving Early Reading in Florida.” Education Policy Blog. Washington, DC: New America. Publisher's Version.
​​
​
Parham, K. S. (2016, June 8). “Local Communities Are Stepping Up to Fund Pre-K.” Education Policy Blog. Washington, DC: New America. Publisher's Version.
​​
​
Parham, K. S. (2016, May 5). “5 Things Teachers Aren't Learning About How Children Learn.” Education Policy Blog. Washington, DC: New America. Publisher's Version.
​​
​
Parham, K. S. (2016, April 7). “Reading Recovery Program Closing Literacy Gap for Early Readers.” Education Policy Blog. Washington, DC: New America.
​​
​
Parham, K. S. (2016, February 25). “Nationwide Bipartisan Trend: State Pre-K Funding Increases.” Education Policy Blog. Washington, DC: New America. Publisher's Version.
​​
​
Parham, K. S. (2016, February 11). “Closing the Gap: What Effective Teaching Can Do in the Early Years.” Education Policy Blog. Washington, DC: New America.
​​
​
Parham, K. S. (2016, January 29). “Universal Pre-K Could More Than Pay for Itself.” Education Policy Blog. Washington, DC: New America. Publisher's Version.
​​​