Mark Dynarski
- Safety Research top 2%
- Youth Development and Social Support 7
- Education top 1%
- School Choice and Performance 8
- Higher Education Research Studies 6
- Early Childhood Education and Development 5
- Parental Involvement in Education 4
- Statistics and Probability top 5%
- Economics and Econometrics top 5%
- Economic theories and models 4
-
- Urban, Neighborhood, and Segregation Studies 5
-
- Educational Assessment and Improvement 4
- Co-authors
- Philip GleasonRoberto AgodiniSteven M. SheffrinSusanne James‐BurdumyJohn DekeLarissa CampuzanoMary T. MooreWendy Mansfield
- Journals
- The Review of Economics and Statistics (3 papers)Economics of Education Review (3 papers)Journal of Urban Economics (3 papers)
- Partner nations
- United States
In The Last Decade
Mark Dynarski
42 papers receiving 842 citations
Peers
Comparison fields: 5 of 81
- Safety Research 248
- Education 654
- Statistics and Probability 104
- Developmental and Educational Psychology 129
- Economics and Econometrics 245
Countries citing papers authored by Mark Dynarski
This map shows the geographic impact of Mark Dynarski's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Mark Dynarski with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark Dynarski more than expected).
Fields of papers citing papers by Mark Dynarski
This network shows the impact of papers produced by Mark Dynarski. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Mark Dynarski. The network helps show where Mark Dynarski may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Mark Dynarski, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | Teacher Preparation Experiences and Early Teaching Effectiveness. Appendices. NCEE 2019-4007. | 2019 | 1 |
| 2 | Teacher Preparation Experiences and Early Teaching Effectiveness. NCEE 2019-4007. | 2019 | 3 |
| 3 | Teacher Preparation Experiences and Early Teaching Effectiveness. Executive Summary. NCEE 2019-4010. | 2019 | 6 |
| 4 | Going Public: Writing about Research in Everyday Language. REL 2014-051. | 2014 | 3 |
| 5 | Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools under the SOAR Act. Year 1 Report. NCEE 2015-4000. | 2014 | 1 |
| 6 | Building a Common Research Agenda across Jurisdictions. | 2012 | 0 |
| 7 | Effectiveness of Reading and Mathematics Software Products: Findings From Two Student Cohorts. NCEE 2009-4041. | 2009 | 51 |
| 8 | Dropout Prevention. IES Practice Guide. NCEE 2008-4025. | 2008 | 47 |
| 9 | Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. Report to Congress. | 2007 | 71 |
| 10 | When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. Final Report. | 2005 | 115 |
| 11 | When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. New Findings. Executive Summary. | 2004 | 24 |
| 12 | 2004 | 96 | |
| 13 | Random Assignment in Program Evaluation and Intervention Research Questions and Answers | 2003 | 16 |
| 14 | The Effectiveness of Educational Technology: Issues and Recommendations for the National Study | 2003 | 16 |
| 15 | It Feels Fine Once You Get Used to It: Lessons from the 21st Century National Evaluation | 2003 | 2 |
| 16 | Making Do With Less: Interpreting the Evidence from Recent Federal Evaluations of Dropout-Prevention Programs | 2001 | 8 |
| 17 | Impacts of School Restructuring Initiatives | 1998 | 4 |
| 18 | Falling Behind: Characteristics of Students in Federally Funded Dropout Prevention Programs. Part Two: Restructuring Projects | 1995 | 3 |
| 19 | 1993 | 18 | |
| 20 | 1990 | 43 |
About Mark Dynarski
Mark Dynarski is a scholar working on Safety Research, Education, Information Systems and Management, Management Science and Operations Research and Computer Science Applications, having authored 43 papers that have together received 1.1k indexed citations. Recurring topics across this work include School Choice and Performance (8 papers), Youth Development and Social Support (7 papers), Higher Education Research Studies (6 papers), Urban, Neighborhood, and Segregation Studies (5 papers), Early Childhood Education and Development (5 papers), Economic theories and models (4 papers), Parental Involvement in Education (4 papers) and Educational Assessment and Improvement (4 papers). The work is most often cited by research in Safety Research (248 citations), Education (654 citations), Statistics and Probability (104 citations), Developmental and Educational Psychology (129 citations) and Economics and Econometrics (245 citations). Mark Dynarski has collaborated with scholars based in United States. Frequent co-authors include Philip Gleason, Roberto Agodini, Steven M. Sheffrin, Susanne James‐Burdumy, John Deke, Larissa Campuzano, Mary T. Moore, Wendy Mansfield, Elizabeth Ann Kronk Warner and Ernest M. Zampelli. Their work appears in journals such as The Review of Economics and Statistics, Economics of Education Review, Journal of Urban Economics, Journal of Education for Students Placed at Risk (JESPAR) and The Quarterly Journal of Economics.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.