Mark Chin
Assistant Professor, Department of Leadership, Policy, and Organizations
Mark Chin is an Assistant Professor of Education Policy and Inequality at Peabody College of Vanderbilt University. Dr. Chin studies school integration, school choice, racial bias in education, and how schools affect students' racial attitudes, prosocial behaviors, and equity-aligned sociopolitical preferences. His research is motivated by the belief that key to addressing persistent disparities in society is uncovering how schools might reduce negative outgroup prejudices, increase prosociality, and foster widespread commitment to advancing equity. Dr. Chin’s work has been published in peer-reviewed journals such as the American Educational Research Journal, the Economics of Education Review, Educational Researcher, the Journal of Research on Educational Effectiveness and the Journal of Urban Economics. He received his PhD in Education from Harvard University in 2022.
Representative Publications
Chin, M. J. (Forthcoming). The stability of families’ revealed preferences for schools. Educational Researcher.
Chin, M. J. (2021). Desegregated but still separated? The impact of school integration on student suspensions and special education classification. Journal of Urban Economics.
Chin, M. J. (2020). The effect of English learner reclassification on student achievement and noncognitive outcomes. Journal of Research on Educational Effectiveness.
Chin, M. J., Quinn, D., Dhaliwal, T. K., & Lovison, V. (2020). Bias in the air: A nationwide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher.
Warikoo, N., Chin, M., Zillmer, N., & Luthar, S. (2020). The influence of parent expectations and parent-child relationships on mental health in Asian American and White American families. Sociological Forum.
Bacher-Hicks, A., Chin, M. J., Kane, T. J., & Staiger, D. O. (2019). An experimental evaluation of three teacher quality measures: Value-added, classroom observations, and student surveys. Economics of Education Review.
Chin, M. J., Kane, T. J., Kozakowski, W., Schueler, B. E., & Staiger, D. O. (2018). School district reform in Newark: Within- and between-school changes in achievement growth. ILR Review.
Hill, H. C., & Chin, M. (2018). Connections between teachers’ knowledge of students, instruction,and achievement outcomes. American Educational Research Journal.
Courses Taught
Ph.D. Student Research Practicum