Tasminda K Dhaliwal
Tasminda K Dhaliwal

Tasminda K Dhaliwal

Cohort: 2016

M.A in Economics from University of Southern California, 2019

Ed.M in Education Policy and Management from Harvard Graduate School of Education, 2016

B.A in Political Economy from University of California, Berkeley, 2010



K-12 Education Policy

Research Interest

Educational equity; quantitative methods; program evaluation; school discipline; school finance; homeless students


Tasminda K Dhaliwal

Tasminda K. Dhaliwal is a doctoral candidate in the urban education policy program at the University of Southern California, where she also earned her master’s degree in economics. Her research examines the ways social and economic conditions shape outcomes for marginalized students and the effectiveness of policies designed to reduce inequality. She uses quantitative methods to explore issues related to student homelessness and housing instability, school discipline,  school finance, and teacher effectiveness. Her research is informed by her time as first and second grade teacher in Houston.


Honors and Awards:

Dissertation Grant ($25k)-- American Education Research Association & National Science Foundation (2020)

Equity & Inclusion Student Fellowship-- Association for Public Policy & Management (2020)

David L. Clark Scholar-- University Council for Educational Administration (2020)

Selected Publications

  • Marsh, J., Dhaliwal, T. K., Hall, M., & Polikoff, M. (2020). Civic Engagement in Education: Insights from California's Local Control Funding Formula. Education Finance and Policy, 1-33.
  • Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the air: A nationwide exploration of teachers’ implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher, 0013189X20937240.
  • Marsh, J. A., Allbright, T. N., Bulkley, K. E., Kennedy, K. E., & Dhaliwal, T. K. (2020). Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling?. American Journal of Education, 126(4), 603-651.
  • Hashim, A., Strunk, K.O., & Dhaliwal, T.K. (2018). Justice for all? Suspension bans and restorative justice programs in the Los Angeles Unified School District. Peabody Journal of Education 93.2 (2018): 174-189.
  • Koretz, D., Yu, C., Mbekeani, P.P., Langi, M., Dhaliwal, T.K., & Braslow, D. (2016). Predicting freshman grade-point average from college-admissions and state high-school test scores. AERA Open, 2(4), 1-13.

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