Embedded Files
Peer-Reviewed Journals
Kim, H. & Bruno, P. (2026). The Operations of School Hiring Committees: Committees’ Preferences, Agreement, and Hiring Outcomes. Leadership and Policy in Schools, 1-23. (link, uncorrected accepted manuscript)
This study explores the operation of school hiring committees using data from one district in Illinois, including candidate rankings, handwritten interview notes, and hiring outcomes. We find that the hiring committees we observe demonstrate high agreement about candidate rankings. Then, text analysis identifies several committee-assessed characteristics associated with candidate rankings. Lastly, we find that committees typically seem able to hire their most favored candidates. To our knowledge, this is the first study to use authentic data from hiring committees to examine the school hiring process quantitatively, thereby deepening our understanding of collaborative endeavors in school hiring.
Kim, H. (2025). Who Takes Computer Science in High School? Intersectional and Longitudinal Evidence. Policy Futures in Education, 23(7), 1382-1408. (link, uncorrected accepted manuscript)
This study explores how high school computer science (CS) course enrollment differs by student background through an intersectional lens. I use statewide data from North Carolina that contains longitudinal student-level background and course-taking information from 2005–2006 to the 2018–2019 school year and estimate linear probability models predicting course taking. The results suggest three findings: overall CS enrollment increases seem to be disproportionately driven by particular student groups; both between-school differences and within-school factors appear to explain CS enrollment gaps between student groups; and students who are both female and a member of specific racial groups or being identified as having a disability or LEP status are likely to face overlapping inequities. To my knowledge, this study is the first to use large-scale longitudinal student-level data and an intersectional lens to investigate how CS enrollment varies by student background at the high school level, especially in the context of North Carolina. This study sheds light on the different types of patterns and magnitudes of inequities that diverse student groups face, particularly potential overlapping inequities related to multiple intersecting identities, guiding areas that both current and new policies should target to achieve equity in CS education, which is a challenge that is relevant both within and outside of the United States.
South Korea KCI (Korea Citation Index) Peer-Reviewed Journals
Lee, S., Kim, H., Zhe, H., Wang, S., & Kim, E. (2022). The Analysis of Structural Relationship among Teacher-Student Relationship, Students’ Cooperation Activities, and Cyber Bullying. Korean Education Inquiry, 40(1), 121-146. (link)
Kim, H., & Kim, E. (2021). The Influence of Open Recruitment System for Principals on the Competency Development Activities – Focusing on the Mediator Effect of Collaboration among School Members –. The Journal of Politics of Education, 28(2), 1-25. (link)
Lee, S., Kim, K., Kim, H., Kim, Y., & Kim, E. (2020). The Influence of Professional Learning Community of School on Competency Development Activity – Focusing on the Moderating Effect of Process-Focused Assessment Teacher Training –. The Journal of Korean Teacher Education, 37(4), 435-455. (link)
Kim, E., Min, S., Lee, S., & Kim, H. (2020). The Achievements and Tasks of the Global Citizenship Education University Course Development Project. Journal of Education for International Understanding, 15(1), 33-59. (link)
Min, S., Park, H., Kim, H., Jeong, E., Kim, E., & Kim, J. (2019). The Effects of Teacher Guidance Mediated by Extra-Curricular Activities on the Citizenship and Global Citizenship of Korean High School Students. Journal of Competency Development & Learning, 14(4), 21-49. (link)
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