Research & Projects

Technology, education, labor economics, and social policy for marginalized populations

Active Research Projects

$4M+ in current external funding (2023-2028)

Virginia EPIC: Real Pay for Real Jobs

Funding: $4,290,000 | U.S. Department of Education (2022-2028)

Education and Outreach, Partnership Development, Individualized Services, and Capacity Building initiative focused on eliminating subminimum wage for workers with disabilities. Includes comprehensive data analysis and interactive dashboard for policy guidance.

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Maine Pathways to Partnerships

Funding: $2,980,000 | Federal Model Project (2023-2028)

Developing innovative partnership models to advance special education services, transition planning, and post-secondary outcomes for students with disabilities in Maine. Multi-stakeholder collaboration across education, workforce, and community systems.

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NAEP Process Data Innovation Grant

Research Initiative | National Assessment of Educational Progress

Investigating how accessibility features in digital assessments affect student performance using process data from NAEP. Addresses critical gaps in understanding testing accommodations for students with disabilities, examining the relationship between availability and utilization of accessibility features and math performance.

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Course-Taking Patterns and Economic Outcomes

Research Initiative | Educational Economics

Analyzing how high school and postsecondary course-taking patterns influence long-term labor market outcomes and earnings trajectories. Using administrative data and advanced econometric methods to identify causal effects of curriculum choices on economic mobility for diverse student populations.

Publications

Recent Publications

  • Danielson, E. C., Smith, M. J., Ross, B., Camp, J. K., Evangelist, M., Smith, J. D., Yin, M., Atkinson, M. S. & Jordan, N. (2025). Limited cost-benefit analysis of virtual interview training for transition-age youth with disabilities in pre-employment transition services. Career Development and Transition for Exceptional Individuals.
  • Ogut, B., Circi, R., Huo, H., Hicks, J., & Yin, M. (2025). Running out of time: Leveraging process data to identify students who may benefit from extended time. International Electronic Journal of Elementary Education, 17(2), 253–265.
  • Ogut, B., Webb, B., Hicks, J., Circi, R. & Yin, M. (2024). Exploring mathematical problem solving through process mining: Insights from large scale assessment log data. Computers in the Schools. https://doi.org/10.1080/07380569.2024.2416422
  • Yin, M., Siwach, G. and Lin, D. (2022). Vocational Rehabilitation Services and Labor Market Outcomes for Transition-Age Youth with Disabilities in Maine. Journal of Policy Analysis and Management, Vol. 00, No. 0, 1–32. https://doi.org/10.1002/pam.22446
  • Yin, M., Siwach G., and Belyakova Y. (2020). Impact of Special Olympics Unified Champion Schools Program on High School Completion. American Educational Research Journal, Vol. 59, No. 2, pp. 315–344. https://doi.org/10.3102/00028312211032744
  • Yin, M., Cronen, S., Condelli, L., and Ogut, B. (2020). Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education. Adult Education Quarterly. https://doi.org/10.1177/07417136211044515
  • Yin, M., Pathak, A., Lin D., and Dizdari N. (2020). Identifying Racial Differences in Vocational Rehabilitation Services. Rehabilitation Counseling Bulletin. https://doi.org/10.1177/00343552211048218
  • Figlio, D., Rush, M., & Yin, L. (2012). Is it live or is it Internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, University of Chicago Press, vol. 31(4), pages 763-784.

Book Chapters

  • Yin, L. M. (2014). Rethinking Student Outcomes: Constructing Predicted and Adjusted Graduation and Retention Rates for Comprehensive Universities. In The University Next Door: What is a Comprehensive University, Who Does It Educate, and Can It Survive? New York: Teachers College Press.

View full publication list →

Selected Presentations & Briefings

Hill Briefings & Policy Leadership

  • Yin, M. (2015, January). Closing the Pay Gap for Workers with Disabilities. Cannon House Office Building, Washington D.C. Event Details
  • Shaewitz D. & Yin, M. (2015, June). Research to Inform Policy. Interagency Committee on Disability Research, Washington D.C.

Keynote Addresses

  • Yin, M. & Shaewitz, D. (2016, September). Research to Inform Policy. Massachusetts Disability Summit, Boston, Massachusetts.

Recent Conference Presentations

  • Yin, L. M. (2020, April). The Impact of Jobs for Maine's Graduates on Students' Academic Outcomes. American Educational Research Association annual meeting, San Francisco, CA.
  • Yin, L. M. (2019, July). Impact of Special Olympics Unified Champion Schools Program on High School Completion. APPAM International Conference, Barcelona, Spain.
  • Yin, L. M. (2019, March). Improving Schooling Outcomes for Students With Disabilities: Evidence From 'Jobs for Maine's Graduates.' Association for Education Finance and Policy 44th Annual Conference, Kansas City, Missouri.
  • Ogut, B. & Yin, L. (2014, April). What do NAEP mathematics achievement levels mean? Evidence from Early Childhood Longitudinal Survey. American Educational Research Association annual meeting, San Francisco, CA.
  • Yin, L. M., & Schneider, M. (2012, April). Cohort default and repayment rate metrics, taking into account student and institutional characteristics. American Educational Research Association Annual Meeting, Vancouver, Canada.