Professional Biography

Dr. Kenneth Shores is a postdoctoral research fellow and lecturer in the Education Policy division. His past teaching experience includes working as an elementary and middle grades teacher with the Navajo Nation in New Mexico as well in Quito, Ecuador.

In his research, Dr. Shores focuses on education inequality and policy tools for remediation, with emphasis on quantitative methodologies. Incorporating both quasi-experimental and descriptive methods using large data sets, he examines policies and contexts that affect student learning, particularly the learning outcomes of disadvantaged students. Currently Dr. Shores is researching the heterogeneity of effects of school finance reform and the impact of the Great Recession on student achievement.  

Dr. Shores received a 2016 award from the Russell Sage Foundation and William T. Grant Foundation Small Grant Competition for his project “Improving Education and Reducing Inequality in the United States.” Previously he received fellowships from the National Academy of Education/Spencer Foundation, the Stanford Philanthropy and Civic Society, the Institute for Education Sciences, and Stanford University.


Ph.D. (Education Policy) Stanford University, 2016

B.S. (Economics & Comparative Literature) University of Rhode Island, 2003

Areas of Expertise

Poverty and education inequality

School finance

Achievement gaps

Quantitative research methods

Selected Publications

Reardon, S., Kalogrides, D., & Shores, K. (pending). The geography of racial/ethnic test score gaps. American Journal of Sociology.

Candelaria, C., & Shores, K. (forthcoming). Court-ordered finance reforms in the adequacy-era: Heterogeneous causal effects and sensitivity. Education Finance and Policy.

Alperin, J. P., Hanson, E., Shores, K., & Haustein, S. (2017). Twitter bot surveys: A discrete choice experiment to increase response rates. Proceedings of the 8th International Conference on Social Media & Society.

Shores, K., & Loeb, S. (2016). Distributive decisions in education: Goals, trade-offs, and feasibility constraints. Theory and Research in Education, 14(1).

Bischoff, K., & Shores, K. (2015). The role of social science in action-guiding philosophy: The case of educational equity. Theory and Research in Education12(2), 131–150.

Reardon, S., Valentino, R., & Shores, K. (2012). Patterns of literacy among U.S. students. Future of Children, 22(2), 17–37.