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Cameron Anglum, Ph.D.

Assistant Professor
Educational Studies

Education

Ph.D., Education Policy, University of Pennsylvania

M.S.Ed., Education Policy, University of Pennsylvania

B.A., Economics, University of Pennsylvania

Practice Areas

  • Education Policy
  • Economics of Education
  • Quantitative Research Methods
  • Education Finance

Publications and Media Placements

  • Anglum, J. C. (2023). Separate and unequal in St. Louis? Strengths and limitations of school-level funding data using a QuantCrit framework. Urban Education.
  • Nguyen, T. D., Anglum, J. C., & Crouch, M. (2023). The effects of school finance reforms on teacher salary and turnover: Evidence from national data. AERA Open, 9(1), 1-17.
  • Anglum, J. C., Shores, K., & Steinberg, M. (2022). Federal stimulus aid and school finance: Lessons from the Great Recession. In Downes, T., & Killeen, K. (Eds.), Recent Advancements in Education Finance and Policy. Charlotte, NC: Information Age Publishing.
  • Anglum, J. C., & Park, A. (2021). Keeping up with the Joneses: District adoption of the 4-day school week in rural Missouri. AERA Open, 7(1), 1-23.

Honors and Awards

  • Emerging Education Policy Scholar, Thomas B. Fordham Institute / American Enterprise Institute, 2019
  • Dissertation Fellow, National Academy of Education / Spencer Foundation, 2018-2019
  • New Scholar Award, Association for Education Finance and Policy, 2018