Cheuk, T., & Quinn, R. (2018). Dismantling the wall between Church and State: The case of public education. Phi Delta Kappan, 100(3), 24-28.
Cohen, J., Golden, M., Quinn, R., & Simon, E. (2018). Democracy thwarted or democracy at work? Local public engagement and the new education policy landscape. American Journal of Education, 124(4), 411-443.
Nguyen, C., & Quinn, R. (2018). "We share similar struggles": How a Vietnamese immigrant youth organizing program shapes participants' critical consciousness of interracial tension. Race Ethnicity and Education, 21(5), 626-642.
Quinn, R., & Cheuk, T. (2018). School vouchers in the Trump era: How political ideology and religion shape public opinion. Consortium for Policy Research in Education (CPRE), Policy Brief #18-1.
Quinn, R., & Nguyen, C. (2017). Immigrant youth organizing as civic preparation. American Educational Research Journal, 54(5), 972-1005.
Quinn, R., Hopkins, M., & García Bedolla, L. (2017). The politics of immigration and education. Educational Policy, 31(6), 707-715.
Simon, E., Quinn, R., Golden, M., & Cohen, J. (2017). With our powers combined: Grassroots activism in Philadelphia. In B. Ferman (Ed.), The Fight for America's Schools: Grassroots Organizing in Education (pp. 55-73). Cambridge, MA: Harvard Education Press.
Steinberg, M., & Quinn, R. (2017). Education reform in the post-NCLB era: Lessons learned for transforming urban public education. Cityscape: A Journal of Policy Development and Research, 19(1), 191-216.
Quinn, R., Oelberger, C., & Meyerson, D. (2016). Getting to scale: Ideas, opportunities, and resources in the early diffusion of the charter management organization, 1999-2006. Teachers College Record, 118(9), 1-44.
Steinberg, M., Quinn, R., Kreisman, D., & Anglum, J. (2016). Did Pennsylvania's statewide school finance reform increase education spending or provide tax relief? National Tax Journal, 69(3), 545-582.
Quinn, R., & Carl, N. (2015). Teacher activist organizations and the development of professional agency. Teachers and Teaching: Theory and Practice, 21(6), 745-758.
Quinn, R., & Steinberg, M. (2015). Can state policy deliver equitable and adequate funding? The State Education Standard, 15(2), 37-41.
Steinberg, M., & Quinn, R. (2015). A tale of two decades: New evidence on adequacy and equity in Pennsylvania. Journal of Education Finance, 40(3), 273-298.
Quinn, R., Tompkins-Stange, M. & Meyerson, D. (2014). Beyond grantmaking: Philanthropic foundations as agents of change and institutional entrepreneurs. Nonprofit and Voluntary Sector Quarterly, 43(6), 950-968.
Scott, J., & Quinn, R. (2014). The politics of education in the post-Brown era: Race, markets, and the struggle for equitable schooling. Educational Administration Quarterly, 50(5), 749–763.
Quinn, R., Tompkins-Stange, M. & Meyerson, D. (2013). Philanthropic foundations as institutional entrepreneurs in the California charter school field. National Center for the Study of Privatization in Education (NCSPE), no. 221. Teachers College, New York.
Quinn, R., & Carl, N. (2013). Thoughts on the power and promise of parent organizing. Perspectives on Urban Education, 10(1), 1-3.
Meyerson, D., Berger, A., & Quinn R. (2010). Playing the field: Implications of scaling in the California charter school movement. In P. N. Bloom and E. Skloot (Eds.), Scaling Social Impact: New Thinking (pp. 65-79). New York: Palgrave Macmillan.
Quinn, R. & Meyerson, D. (2008). The positive potential of tempered radicals. In C. Manz, K. Cameron, K. Manz, & R. Marx (Eds.), The Virtuous Organization: Insights from Some of the World’s Leading Management Thinkers (pp. 247-258). Hackensack, NJ: World Scientific Publishing.