Cory Koedel

Cory Koedel is a Professor of Economics and Public Policy at the University of Missouri, with joint appointments in the Department of Economics within the College of Arts and Science and the Truman School of Government and Public Affairs. His office is located at E231 Locust Street Building, 615 Locust Street, Columbia, MO.

Dr. Koedel earned his PhD in Economics from the University of California, San Diego in 2007. This educational background provided the foundation for his expertise in applied microeconomics with a specialization in education policy.

Dr. Koedel's research spans several interconnected areas within education economics. His primary focus is on teacher quality and compensation, where he has conducted extensive research on value-added modeling, teacher evaluation systems, and the relationship between teacher characteristics and student outcomes. He has made significant contributions to understanding school choice mechanisms, curriculum evaluation methodologies, and the efficacy of higher education institutions. His work frequently examines how education policies affect student achievement, particularly for disadvantaged populations, and he has developed innovative approaches to identifying at-risk students. Dr. Koedel's research often intersects with labor economics, particularly in analyzing teacher pension systems, retirement decisions, and the impact of social security taxes on the education workforce. His methodological expertise in econometrics and educational measurement has made him a respected voice in the field.

Dr. Koedel's recent publications reveal several key trends in his research. He has increasingly focused on developing more accurate methods for identifying disadvantaged students beyond traditional measures like free lunch eligibility. His work on weighted student funding examines how resource allocation formulas can better serve disadvantaged populations. He has expanded his research into higher education, particularly examining diversity trends among faculty and the returns to technical education. A consistent thread throughout his work is the application of rigorous econometric methods to education policy questions, with particular attention to measurement issues and the validity of evaluation systems. His most recent work also addresses emerging challenges like the impact of the four-day school week on teacher retention and the effects of the pandemic on teacher working conditions.

Dr. Koedel has received significant recognition for his scholarly contributions:

• Outstanding Dissertation Award from the American Educational Research Association (Division L) in 2008
• Junior Scholar Award from the American Educational Research Association in 2012
• Eckstein prize for the best article published in the Eastern Economic Journal (2011-2012)

As an active researcher, Dr. Koedel serves as coeditor of Economics of Education Review and sits on the editorial boards of Educational Evaluation and Policy Analysis and Education Finance and Policy. He has served on multiple technical advisory panels related to school and teacher evaluations for school districts, state education agencies, and non-profit organizations. While specific details about his current advisees aren't provided in the available information, his extensive publication record with multiple co-authors suggests he mentors graduate students in research projects. His collaborative approach is evident in his numerous co-authored publications with researchers from various institutions.

Dr. Koedel appears to work collaboratively with researchers across multiple institutions, as evidenced by his numerous co-authored publications. His research often involves large-scale data analysis, suggesting he works with research teams that include graduate students and other collaborators. His work on education policy frequently engages with practical applications, indicating connections with school districts, state education agencies, and non-profit organizations that implement the policies he studies. These partnerships help ensure his research addresses real-world challenges in education.