Rachel E. Durham, PhD
Rachel Durham is a researcher at the Baltimore Education Research Consortium (BERC) within the School of Education at Johns Hopkins University. She currently serves as BERC’s Director of Evaluation and has taught research methods and statistics in the EdD and PhD program. Her current research is focused on the meaning of college and career readiness, and how high school factors relate to a successful transition to adulthood. She is also interested in research-practice partnerships and how they increase practitioners’ capacity for research and data use, full-service community schools, school quality measurement, school climate, and program evaluation.
Ph.D. Pennsylvania State University, 2007, Sociology; Demography (dual-title)
M.A. Arizona State University, 1999, Sociology
B.A. University of Mississippi, 1995, Sociology
GRANTS AND CONTRACTS AWARDED
Spencer Foundation Small Research Grants Program (2018-2019) How Do Postsecondary Workforce Readiness Indicators Relate to College Readiness Indicators?
The Abell Foundation and France-Merrick Foundation (2019-2020) Automated College Fact Book Project.
Baltimore City Public Schools (2019-2020) Baltimore Emerging Scholars Extended Academic Programs (LEAP) Evaluation Study.
Family League of Baltimore (2016-2018) Community Schools and Out-of-School-Time Strategy Development Research.
Baltimore Symphony Orchestra (2018-2019) OrchKids in Baltimore Evaluation Study.
College Bound Foundation (2016-2018) Investigation of a Pilot College Advising Model.
American Educational Research Association Doctoral Dissertation Research Grant (2005-2006) Linguistic Assimilation: Social and Cognitive Determinants and Its Effects on Early Literacy.
RECENT PUBLICATIONS AND PRESENTATIONS
Durham, R.E., Shiller, J., & Connolly, F. (2019). Student attendance: A persistent challenge and leading indicator for Baltimore’s Community School Strategy. Journal of Education for Students Placed At Risk, 24(3), 218-243.
Durham, R.E., & Connolly, F. (2019). College and labor force outcomes in young adulthood: Using accountability-based state longitudinal data systems to address opportunity inequity. Paper presented at the Annual Meetings of the American Educational Research Association, Toronto, Ontario.
Durham, R.E. (2018). Baltimore OrchKids: An Examination of Student Outcomes. Baltimore, MD: BERC.
Durham, R.E., Connolly, F. (2018). College enrollment and summer melt in a large urban district: Student and high school factors. Annual Meetings of the American Educational Research Association, New York, New York.
Durham, R.E. (2018). Improving Baltimore Students’ Access to College: A Qualitative Study of Two College Bound Delivery Models. Baltimore, MD: BERC.
Durham, R.E., & Connolly, F. (2018). Launching into Adulthood: 2009 Graduates of Baltimore City Public Schools. Research Brief Series. Baltimore, MD: BERC.
Durham, R.E., Shiller, J., & Connolly, F. (2018). A multifaceted approach to developing relationships. Phi Delta Kappan, 99(5), 36-37.
Durham, R.E., Connolly, F. (2016). Baltimore Community Schools: Promise and Progress. Baltimore, MD: BERC.
Durham, R. E., Bell-Ellwanger, J., Connolly, F., Howard Robinson, K., Olson, L., Rone, T. (2015). University-district partnership research to understand college readiness among Baltimore City students. Journal of Education for Students Placed At Risk, 20(1-2), 120-140.
Durham, R.E., Stein, M. Connolly, F. (2015). College Opportunities and Success: Baltimore City Graduates through the Class of 2014. Baltimore, MD: BERC.
Barakat, B. F., & Durham, R. E. (2014). Future education trends. In Wolfgang Lutz, William Butz, Samir KC (Eds.), World Population and Human Capital in the 21st Century (pp. pp. 397-433). Oxford University Press.
Durham, R.E., Bettencourt, A., & Connolly, F. (2014). Measuring School Climate: Using Existing Data Tools on Climate and Effectiveness to Inform School Organizational Health. Baltimore, MD: BERC.
Barakat, B. F., Durham, R. E., & Guimareas, C. R. (2013). Age compositional adjustments for educational participation indicators. Population, 68(4), 607-626.
Barakat, B. F., & Durham, R. E. (2013). Dropout mayors and graduate farmers: Educational fertility differentials by occupational status and industry in six European countries. Demographic Research, 28, 1213-1262.
Bodovski, K., Durham, R. E. [Alphabetical authorship] (2010). Parental practices and achievement of Mexican and Chinese immigrant children in the U.S.: Assimilation patterns? Research in Comparative and International Education, 5(2), 156-175.
*Durham, R. E., Farkas, G., Scheffner-Hammer, C., Tomblin, B., & Catts, H. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25, 294-305.
*Durham, R. E., & Sparks, J. S. (2006). Nonmetropolitan status and kindergarteners’ early literacy skills: Is there a rural disadvantage? Rural Sociology, 71, 625-661.