Research Discipline/Bio
Rebecca Shmoys is a Ph.D. student in Education Policy at Teachers College, Columbia University, and a Researcher at the Consortium for Policy Research in Education (CPRE). Her research interests include examining how policies and practices intended to address inequity, both in the K-12 setting and postsecondary transition, impact student outcomes, with a particular interest in intentionally diverse schools and school choice.
Prior to TC, Rebecca worked as an Assistant Principal at Valor Collegiate Academies. She previously taught middle school math and algebra in Nashville, Tennessee. She has also served as a Federal Analyst at Deloitte Consulting.
Educational Background
A.B. Princeton School of Public and International Affairs, Princeton University, 2013
M.Ed. Instructional Practice, Lipscomb University, 2017
Honors/Awards
Pilot Study Grantee, Charter School Research Collaborative, Blueprint Labs at MIT, 2024
Publications/Exhibitions
Shmoys, R.J., McCormick, S.G, & Ready, D.D. (in press). Constrained agency and the structures of educational choice: Evidence from New York City. Educational Evaluation and Policy Analysis.
Ready, D.D., McCormick, S.G., & Shmoys, R.J. (2024). The effects of in-school virtual tutoring on student reading development: Evidence from a short-cycle randomized controlled trial (EdWorkingPaper: 24-942). Annenberg Institute at Brown University: https://doi.org/10.26300/569p-wz78
Ready, D.D. & Shmoys, R.J. (2023). Historic and Contemporary Patterns in New York City Public and Private School Segregation. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Last Updated: Nov 4, 2024