Checchi, D., Garcia-Penalosa, P. & Kreisman, D. (Forthcoming). The Evolution of Hours Worked and the Gender Wage Gap: Theory and Evidence from Four Countries. Labour Economics. IZA working paper: 18265.

Carruthers, C., et al. (2026). Who Takes High Earning CTE Pathways?‍ Southern Economic Journal. CTEx working paper version here.

Goldring, T., Jacob, B., Kreisman, D., & Ricks, M. (2026). Loopholes and the Incidence of Public Services: Evidence from Funding Career & Technical Education. Journal of Policy Analysis and Management , 45(1). [NBER version here.]

Carruthers, C., Dougherty, S. Kreisman, D., Goldring, T., Theobald, R., Urban, C., & Villero, J. (2024). “Career and Technical Education Alignment Across Five States.” AERA Open. Free version: Here.

Kreisman, D. & Smith, J. (2023). “Distinctively Black Names and Educational Outcomes.” Journal of Political Economy, 131 (4), 877-897.

Kreisman, D., Smith, J. & Arifin, B. (2023). “Labor Market Signaling and the Value of College: Evidence From Resumes and the Truth.” Journal of Human Resources, 58(6), 1820-1849.

Davis, W., Kreisman, D., & Musaddiq, T. (2023) “The Effect of Free School Meals on BMI and Student Attendance.” Education Finance and Policy, 1-31.

Anelli, M. and Kreisman, D. (2023) “Financial Constraints and University Attendance in Europe: Can Financial Institutions Lend a Hand?” Politica Economia. Special Issue on Beyond Compulsory Education in Europe.

Jones, T., Kreisman, D., Rubenstein, R., Searcy, S., & Bhat, R. (2022). “The Effects of Financial Aid Loss on Student Persistence and Graduation.” Education Finance and Policy, 17(2), 206-231.

Cox, J. C., Kreisman, D. & Dynarski, S. (2020). “Designed to Fail: Effects of the Default Option and Information Complexity on Student Loan Repayment.” Journal of Public Economics, 192.

Kreisman, D., & Stange, K. (2020).“Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth.” Education Finance and Policy; 15(1), p. 11–44. [Lead article.]

Kreisman, D. and Steinberg, M. (2019) “The Effect of Increased Funding on Student Outcomes: Evidence from Texas’s Small District Adjustment.” Journal of Public Economics; 176, 118–141.

Austin, W. Heutel, G., & Kreisman, D. (2019). “School Bus Emissions, Student Health, and Academic Performance.” Economics of Education Review; 70, 109-126.

Dynarski, S., Jacob, B., & Kreisman, D. (2018) “How Important Are Fixed Effects and Time Trends in Estimating Returns to Schooling? Evidence From A Replication of Jacobson, Lalonde and Sullivan, 2005.” Journal of Applied Econometrics; 33: 1098–1108.

Kreisman, D. (2017). “The Next Needed Thing: The Impact of the Jeanes Fund on Black Schooling in the South, 1900–1930.” Journal of Human Resources, 52(2).

Steinberg, M., Quinn, R., Kreisman, D., and Anglum, C. (2016). “Did Pennsylvania’s Statewide School Finance Reform Increase Education Spending or Provide Tax Relief?” National Tax Journal, 69(3), 545-582.

Kreisman, D. & Rangel, M. A. (2015). “Blurring the Color Line: Wages and Employment for Black Males of Different Skin Tones.” The Review of Economics and Statistics, 97(1) [Lead article].

Kreisman, D. (2012). “The Source of Black-White Inequality in Early Language Acquisition: Evidence from Early Head Start.” Social Science Research, 41(6): 1429-1450.

Policy Reports (other than CTEx)

Kreisman, D. (2023). The Case For, and Against, Automated Income Driven Repayments. Postsecondary Equity and Economics Research Project.

Unforced Errors: How One Simple Fix Could Improve Student Loan Repayments. The Third Way (2021).

Kreisman, D., & Stange, K. (2019). Depth over breadth: The value of vocational education in US high schools. Education Next, 19(4), 76-84.

Bahr, P. R., Dynarski, S., Jacob, B., Kreisman, D., Sosa, A., & Wiederspan, M. (2015). Labor Market Returns to Community College Awards: Evidence from Michigan. A CAPSEE Working Paper. Center for Analysis of Postsecondary Education and Employment.

Dynarski, S. and Kreisman, D. (2013). Loans for Educational Opportunity: Making Borrowing Work for Today’s Students. Hamilton Project at the Brookings Institution.

Oh CTE Teacher, Where Art Thou? Administrator Perspectives on and Strategies for CTE Staffing Challenges. [w/ D. Ansel, C. Carruthers, E Dewil, S. Dougherty, T. Goldring and R. Theobold]. R&R at EEPA.

Kreisman, D., & Goldring T. “The Effect of Earning an Industry Recognized Credential in High School.” CTEx Working Paper.

Open the Floodgates or Skim the Cream? Selective vs. open enrollment policies and the race for talent in Italy. [w/ Massimiliano Bratti and Enrico Lippo]. In progress.

Does the Far Right Help or Hurt the Local Labor Market? Evidence from Close Mayoral Elections in Italy. [w/ many co-authors].

The Career & Technical Education Policy Exchange (CTEx) is a multi-state consortium based at Georgia State University's Georgia Policy Labs. Our mission is to enhance the quality of high school Career and Technical Education (CTE) programs across the United States.

CTEx collaborates with state and local partners, as well as researchers from various universities and research centers, to develop data-driven policy recommendations that prepare students for both college and career success. We currently work with state-partners in Massachusetts, Michigan, Montana, Tennessee, Texas, Washington, Kentucky and the Atlanta metro region.

You can read more about the CTEx lab here (https://gpl.gsu.edu/ctex/). If you are interested in working with us, please contact Katherine Dunn: kdunn@gsu.edu.

POLICY REPORTS

Ansel, D., Carruthers, C., Dewil, E., Dougherty, S., Goldring, T., Kreisman, D., & Theobald, R. (2025). “Oh CTE Teacher, Where Art Thou? Administrator Perspectives on and Strategies for CTE Staffing Challenges.” Georgia Policy Labs/CTEx Report. doi: 10.57709/JGYS-W523.

Dougherty, S., Goldring, T., & Kreisman, D. (2025). “Career and Technical Education for Students with Identified Disabilities.” Georgia Policy Labs/CTEx Report.

Heller, B., Kreisman, D., & Goldring, T. (2025). “Equity in Career and Technical Education.” Georgia Policy Labs/CTEx Report.

Carruthers, C. K., Dougherty, S., Goldring, T., Kreisman, D., Theobald, R., Urban, C., & Villero, J. (2025). “Who Takes High-Earning CTE Pathways?” Georgia Policy Labs/CTEx Report. doi: 10.57709/grbk-ct25.

Goldring, T., & Kreisman, D. (2024). “Definition and Measurement Issues in Career and Technical Education.” Georgia Policy Labs/CTEx Report.

Carruthers, C., Dougherty, S., Goldring, T., Kreisman, D., Theobald, R., Urban, C., & Villero, J. (2023). “CTE Alignment Across Five States.” Georgia Policy Labs/CTEx Report. doi: 10.57709/4VWM-KY68.

Urban, C., Carruthers, C., Dougherty, S., Goldring, T., Kreisman, D., & Theobald, R. (2022). “A Multi-State Analysis of Trends in Career and Technical Education: Massachusetts, Michigan, Montana, Tennessee, and Washington.” Georgia Policy Labs/CTEx Report.

Carruthers, C. K., Dougherty, S., Kreisman, D., & Theobald, R. (2021). “A Multi-State Study of Equity in Career and Technical Education.” Georgia Policy Labs/CTEx Report. doi: 10.57709/30728966.

Kreisman, D., Figge, B., & Villero, J. (2021). “The Effect of Passing a CTE Technical Assessment on College Enrollment.” Georgia Policy Labs/CTEx Report. doi: 10.57709/30728963.

Kreisman, D., & Villero, J. (2021). “High School CTE in the Atlanta Metro Region: An Overview Focused on Access and Equity.” Georgia Policy Labs/CTEx Report. doi: 10.57709/30728985.

Dougherty, S. M., Macdonald, I. H., Ecton, W. G., & Kreisman, D. (2020). “Increasing Individuals’ Economic Stability Through Massachusetts Career and Technical Education.” Georgia Policy Labs/CTEx Report. doi: 10.57709/30728988.

Carruthers, C., Kreisman, D., Dougherty, S., & Martin, A. (2020). “A Multi-State Analysis of Trends in Career and Technical Education: Massachusetts, Michigan, and Tennessee.” Georgia Policy Labs/CTEx Report. doi: 10.57709/30728955.

BIO

Daniel Kreisman is an Associate Professor of Economics at Georgia State University in Atlanta and affiliated faculty member at the University of Milan. His work is focused on education and the labor market — on his best days that work impacts policy. He is also founder of the Georgia Policy Labs and CTEx - a consortium of researchers and state partners working together to inform the future of CTE policy.

Dan has a PhD in Public Policy from the University of Chicago, and was a postdoc at Michigan's Ford School. He really wanted to be a philosopher but wasn't good enough. This made him think a lot about absolute and comparative advantage so now he is an economist. Before graduate school Dan taught high school English in New Orleans, which is probably what he is best at.

You can reach me by email at: dkreisman@gsu.edu

For media inquiries, please contact Jennifer Giarratano: jgiarratano@gsu.edu

For inquiries about CTEx, please contact Katherine Dunn: kdunn@gsu.edu