Gurantz, O., Obadan, A., (2022). Documenting Their Decision: How Undocumented Students Enroll and Persist in College. Educational Researcher.
Akinbode, G.A., Ayodeji, F., & Obadan, A. (2018). Social and Psycho-Physiological Consequences of Overcrowding among Internally Displaced Persons in Nigeria Northeast. In Security and Intelligence Reviews. Journal of Contemporary Security & Intelligence Studies, 2(2), 4-23
Reports
Douglas, D., Ph.D., Obadan, A., Ph.D., Palius, M., Ed.D., & Walsh, S., Ph.D. (2024). New Jersey’s Teacher Workforce Landscape: 2024 Annual Report.
Selected Works in Progress
Effects of Title III of the Elementary and Secondary Education Act on Educational Attainment (with Arteaga, I.)
Abstract: For the first time in U.S. history, children from ethnic-minority backgrounds comprise the majority of students entering public schools. Latino students, half of whom come from Spanish-speaking homes, are leading this demographic shift. Specifically, the number of English Learners has increased from 3.8 million students in 2000 to 5.1 million students in 2019, representing 10.4% of all students attending public schools. Title III formula grants were established under the No Child Left Behind Act (NCLB) of 2001 to ensure English Learners achieve English language proficiency and meet established state academic standards. This study examines the effect of two main policies of Title III- the implementation of English Language Proficiency (ELP) standards that are aligned with state academic standards and the implementation of ELP assessment tests for English learning children. Findings show that full exposure to Title III ELP standards and assessments in the early school years has a positive and significant effect on the probability of attaining a high school diploma or GED. Results are robust to approaches, samples, and specifications. Education policy makers should consider these results when designing and implementing policies that affect English Learners.