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.
Malhotra, K. P. & Atteberry, A. (2026). Effect of full- versus half-day pre-K on grade K-3 English language learner designations. AERA Open, 12. Publisher's Version.
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, 1-26 (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.