Peer-Reviewed Journal Articles
Cashdollar, S. E. (forthcoming). Education stakeholder sensemaking on preparing CTE students for sub- baccalaureate degree pathways. Educational Policy.
Allensworth, E., Cashdollar, S. E., & Cassata, A. (2022). Supporting changes in instructional practices to meet the Common Core Math Standards and Next Generation Science Standards: What matters most? AERA Open, 8 https://doi.org/10.1177/23328584221088010
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
Palid, O., Deangelo, S., Chu, C., Cashdollar, S., & Bates, M. (R&R) Inclusion in Practice: A Systematic Review of Diversity-Focused STEM Programming in the United States. International Journal of STEM Education.
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.