Lucrecia Santibañez is an associate professor of teaching, learning and culture in the School of Educational Studies at Claremont Graduate University. Previously she was an education economist at the RAND Corporation.
She has studied how to increase education quality and access of opportunity to low-income populations in the United States and abroad. Her research focuses on school-based management, parent engagement, school leadership, and teacher labor markets. She is developing a new research agenda focusing on English language learners.
Her academic research has been published by Economics of Education Review, Teachers College Record, Review of Educational Research, Well-Being and Social Policy, and Revista Mexicana de Investigacion Educativa.
As principal investigator or co-principal investigator, Santibañez has received research grants from the W. K. Kellog Foundation, the Hewlett Foundation, the Strategic Impact Evaluation Fund, The Interamerican Development Bank, and the Bill & Melinda Gates Foundation. Besides the United States, she has expertise studying education systems in Mexico, El Salvador, Peru, Colombia, Laos, Cambodia, and Mozambique.
Santibañez, L. and Fagioli, L. (2016) “Nothing succeeds like success? Equity, Student Outcomes, and Opportunity to Learn in High and Middle-Income Countries.” International Journal of Behavioral Development, 40(6), 517–25.
Martorell, P., Miller T., Santibañez, L. and Augustine, C. (2016) “Parent and Student Incentives to Boost Attendance of Disadvantaged Children: Evidence from a Summer Learning Program.” Economics of Education Review, 50, pp. 113–26
Gándara, P. and Santibañez, L. (2016) “The Teachers our English Learners Need.” Education Leadership. February 2016.
Santibañez, L. (2016) “The Indigenous Achievement Gap in Mexico: The Role of Teacher Policy under Intercultural Bilingual Education” International Journal of Educational Development, 47, pp. 63–75.
Santibañez, L., Abreu-Lastra, R. and O’ Donoghue J. L. (2014) “School-Based Management Effects: Resources or Governance Change? Evidence from Mexico.” Economics of Education Review, 39, pp. 97–109.
Effective Educational Policies for English Language Learners
Economic Analysis of Education
Educational Program Evaluation