Peer-Reviewed Journal Articles
Allensworth, E., Cashdollar, S., & Gwynne, J. (2021). Improvements in math instruction and student achievement through professional learning around the Common Core State Standards in Chicago. AERA Open, https://doi.org/10.1177/2332858420986872
Cashdollar, S.E. (2018). Discipline with emotion: Influences on elementary students’ perceptions of and responses to teacher authority. Mid-Western Educational Researcher, 30(3): 123-159.
Cashdollar, S. E. (2017). Neither accidental nor intended: Pregnancy as an adolescent identity project among Hispanic teenage mothers in Doña Ana County, New Mexico. Journal of Adolescent Research, 33(5): 598- 622.
Manuscripts Under Review
Cashdollar, S.E. (Under Review). “It's not about shutting doors, but it's about opening the right ones”: Administrator and counselor sensemaking on preparing CTE students for sub-baccalaureate degree pathways.
Allensworth, E., Cashdollar, S. E., & Cassata, A. (Under Review). Supporting changes in instructional practices to meet the Common Core Mathematics and Next Generation Science Standards: What matters most?
Gwynne, J. & Cashdollar, S. E. (September, 2018). Common Core State Standards in Chicago Public Schools: Instructional experiences and student outcomes. UChicago Consortium on School Research Working Paper.