Professor of Education and Public Policy
Education and Public Policy
Sproul Hall 2123
- Teacher quality, value-added, teacher labor markets, school choice, health and education
- Ph.D. Stanford University, 1999
- A.M. Stanford University, 1997
- A.M. Stanford University, 1992
- B.A. University of California, Berkeley, Phi Beta Kappa
Cassandra Guarino is Professor of Education and Public Policy at the University of California Riverside. She obtained her PhD in the Economics of Education from Stanford University in 1999 with an emphasis on labor economics, and has held prior positions as an economist at the Rand Corporation and on the faculties of Michigan State and Indiana Universities. Her research focuses on teacher quality, teacher labor markets, school choice, and issues in which health and education are linked. Recent work has included several studies related to value-added measures of teacher performance, teacher effectiveness in the early grades, school choice, teacher mobility, and special needs identification. She has led numerous grants from a variety of sponsors, including the Institute of Education Sciences and various state agencies and foundation. She has taught courses in education policy, economics of education, value-added, policy analysis, quantitative research methods, school choice, and microeconomics.
Current Curriculum Vitae
Peer-Reviewed Journal Articles
Guarino, C., Maxfield, M., Reckase, M., Thompson, P., and Wooldridge, J. (2015) An Evaluation of Empirical Bayes’ Estimation of Value-Added Teacher Performance Measures, Journal of Educational and Behavioral Statistics, 40, 190-222.
Guarino, C., Reckase, M., Stacy, B., and Wooldridge, J. (2015) A Comparison of Growth Percentile and Value-Added Models of Teacher Performance, Statistics and Public Policy, 2:1, e1034820, DOI: 10.1080/2330443X.2015.1034820.
Guarino, C., Reckase, M., Stacy, B., and Wooldridge, J. (2015) Evaluating Specification Tests in the Context of Value-Added Models of Teacher Performance, Journal of Research on Educational Effectiveness, 8(1), 35-59.
Guarino, C., Reckase, and Wooldridge, J. (2015) Policy and Research Challenges of Moving toward Best Practices in Using Student Test Scores to Evaluate Teacher Performance, Journal of Research on Educational Effectiveness, 8(1), 1-7.
Guarino, C., Reckase, M., & Wooldridge, J. (2015, Published online November 2014) Can Value-added Measures of Teacher Performance be Trusted? Education Finance and Policy, 10(1), 117-156.
Dieterle, S., Guarino, C., Reckase, M., and Wooldridge, J. (2015, Published online July 2014) How do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value-Added, Journal of Policy Analysis and Management, 34(1), 32-58.
Zimmer, R. & Guarino, C. (2013) Is There Evidence that Charter Schools Push Out Low-Performing Students?Educational Evaluation and Policy Analysis, 35(4), 461-480.
Guarino, C., Dieterle, S., Bargagliotti, A., & Mason, W. (2013) What can we learn about effective early mathematics teaching? A framework for estimating causal effects using longitudinal survey data. Journal of Research on Educational Effectiveness. 6(2), 164-198.
Guarino, C. & Tanner, J. (2012) Adequacy, Accountability, Autonomy, and Equity in a Middle Eastern School Reform: The Case of Qatar, International Review of Education, 58(2), 221-245.
Guarino, C., Brown, A., & Wyse, A. (2011) Can Districts Keep Good Teachers in the Schools that Need them Most?Economics of Education Review, 30(5), 962-975.
Constant, L., Goldman, C., Zellman, G., Augustine, C., Galama, T., Gonzalez, G., Guarino, C., Karam, R., Ryan, G., Salem, H. (2010) Promoting Quality and Variety through the Public Financing of Privately Operated Schools in Qatar.Journal of School Choice. 4(1), 450-473.
Guarino, C., Pham, C., Quiter, E. & Escarce, J. (2010) Predictors of Internal Medicine Satisfaction with Teaching by Attendings, Forum for Health Economics & Policy. 13(2), 1-13.
Guarino, C., Buddin, R., Pham, C., & Cho, M. (2010)Demographic Factors Associated with the Early Identification of Children with Special Needs, Topics in Early Childhood Special Education, 30(3), 162-175.
Guarino, C., Santibanez, L., & Daley, G. (2006) Teacher Recruitment and Retention: A Review of the Recent Empirical Literature, Review of Educational Research, 76(2), 173-208.
Gates, S., Ringel, J., Santibanez, L., Brown, A., & Guarino, C. (2006) Mobility and Turnover Among School Principals,Economics of Education Review, 25(3), pp. 289-302.
Guarino, C., Ko, C., Baker, L., Klein, D., Quiter, E. & Escarce, J. (2006) The Impact of Instructional Practices on Student Satisfaction with Attendings’ Teaching in Internal Medicine Clerkships, Journal of General Internal Medicine, 27(1), 7-12.
Guarino, C., Ridgeway, G., Chun, M., & Buddin, R. (2005) Latent Variable Analysis: A New Approach to University Ranking, Higher Education in Europe, 30(2), 147-165.
Ko, C., Escarce, J., Baker, L., Sharp, J. & Guarino, C. (2005) Predictors of Surgery Resident Satisfaction with Teaching by Attendings: A National Survey, Annals of Surgery, 241(2), 373-80.
Baker, L., Phibbs, C., Guarino, C. & Supina, D. (2004) Within-Year Variation in Hospital Utilization and Its Implication for Hospital Costs, Journal of Health Economics, 23(1), 191-211.
Ko, C., Escarce, J., Baker, L., Klein, D. & Guarino, C. (2004) Predictors for Medical Students Entering a General Surgery Residency: National Survey Results, Surgery, 136(3), 567-572.
Guarino, C. & Chambers, J. (2001) The Impact of the Kentucky Education Reform Act on Special Education, Journal of Special Education Leadership, 14(1), 27-32.
Bergen, M., Guarino, C., & Jacobs, C. (1996) A Climate Survey for Medical Students: A Means to Assess Change,Evaluation and the Health Professions, 19(1), 30-47.