Adam Kho

Adam Kho is an Assistant Professor of Education at Rossier.  His research focuses primarily on using quantitative methods to examine both the intended and unintended consequences of various school reform efforts including school turnaround and transformation, schools of choice, and school school improvement and their effects on educators and students.  Previously, he taught high school mathematics and served as an instructional coach at an alternative school in Atlanta, Georgia. 

• IES Methods Training in Economic Evaluation, 2023
• USC Rossier School of Education Outstanding Mentor Award, 2022
• EEPA Outstanding Reviewer Award, 2021
• AERA School Turnaround and Reform SIG Emerging Scholar Award, 2021
• RAND AEP Scholarship, 2020
• Emerging Education Policy Scholars Program, 2020
• IES Summer Research Training Institute: Cluster Randomized Trials, 2019
• AERA Division L Outstanding Policy Report Award, 2017
• RAND Graduate Student Summer Associate, 2016
• UCEA Barbara L. Jackson Scholar, 2014-16

• EDUC 532: Inquiry I
• EDUC 536: Inquiry II
• EDUC 599: Practicum: Preparing Data for Quantitative Analyses
• EDUC 682: Introduction to Quantitative Research Methods in Education
• EDUC 683: PhD Proseminar
• EDUC 717: Resourcing Schools for Equity and Excellence

• Hunter, S. & Kho, A. (2023). The Effects of Teacher Evaluation Policy on Student Achievement and Teacher Turnover: Leveraging Teacher Accountability and Teacher Development. Journal of Education Human Resources.
• Kho, A., Henry, G. T., Zimmer, R. & Pham, L. (2023). Spillover Effects of Recruiting Teachers for School Turnaround: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 45(2), 268-284.
• Kho, A., Zimmer, R. & McEachin, A. (2022). A Descriptive Analysis of Cream-Skimming and Push-Out in Choice versus Traditional Public Schools. Education Finance and Policy, 17(1), 160-187.
• Viano, S., Pham, L., Henry, G., Kho, A., & Zimmer, R. (2021). What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools. American Educational Research Journal, 58(1), 201-233.
• Pham, L., Henry, G. T., Kho, A., & Zimmer, R. (2020). Sustainability and Maturation of School Turnaround: A Multiyear Evaluation of Tennessee's Achievement School District and Local Innovation Zones. AERA Open.
• Henry, G. T., Pham, L., Kho, A., & Zimmer, R. (2020). Peeking Into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors. Educational Evaluation and Policy Analysis, 42(2), 232-256.
• Zimmer, R., Henry, G. T. & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670-696.

• PI, Hattie's Influences on Student Achievement Under an Institutionally Racist System: What Works for Black and Brown Students?, William T. Grant Foundation
• PI, Do Charter Authorizer Evaluations Predict School Success? Evidence from North Carolina, Thomas B. Fordham Institute
• PI, A Teacher Somewhat Like Me: The Role of Student-Teacher Race, AERA-NSF Research Grant
• PI, Perceived Impacts of Conflict Resolution Education on Student Outcomes, Western Justice Center
• PI, Hattie's Influences on Student Achievement Under an Institutionally Racist System: What Works for Black and Brown Students? Pilot Study, University of Southern California
• PI, Alternative School Enrollment During the Era of Consequential Accountability, Urban Institute
• PI, School Priorities in the COVID-19 Pandemic, RAND
• Co-PI, Impact and Validity Study for the Nevada Educator Performance Framework (NEPF), Nevada Department of Education
• Co-PI, AchievementNet Evaluation, Breakthrough Results Fund