Taylor K. Odle is an Institute of Education Sciences Predoctoral Fellow, 2021-22 AERA/NSF Dissertation Grant awardee, and Ph.D. candidate at the University of Pennsylvania Graduate School of Education. Before coming to Penn, he served the Tennessee Higher Education Commission in fiscal policy and research positions and completed internships with the College Board and the U.S. Senate Committee on Health, Education, Labor & Pensions. Taylor has also apprenticed with MDRC and the National Student Clearinghouse.

Taylor was named a 2020 Summer Fellow by the Society for Research on Educational Effectiveness and is the 2020 recipient of the Penn Prize for Excellence in Teaching by Graduate Students.

In fall 2022, Taylor will join the Department of Educational Policy Studies at the University of Wisconsin-Madison as an Assistant Professor.

For the most up to date information, Taylor's webpage is updated regularly here: https://www.taylorodle.com

Taylor's work leverages quantitative methods and data science techniques to study issues concerning the economics of education and education policy across the PK-20 pipeline. This work includes estimating impacts of policies aimed at eliminating inequalities in educational and economic opportunity, with a specific focus on improving college access and success outcomes for students from traditionally underserved groups. Taylor's work on informational interventions, college search and admissions practices, financial aid and savings programs, and services targeted toward students through various research-practice partnerships is explicitly driven to produce actionable and accessible evidence for policymakers and practitioners.

Peer-Reviewed Articles

Odle, T.K., & Delaney, J.A. (forthcoming). You are admitted! Early evidence on enrollment from Idaho's direct admissions system. Research in Higher Education. doi: 10.1007/s11162-022-09675-x.

Gurantz, O., & Odle, T.K. (2022). The impact of merit aid on college choice and degree attainment: Reexamining Florida's Bright Futures program. Educational Evaluation and Policy Analysis, 44(1), 79-104. doi: 10.3102/01623737211030489.

Odle, T.K. (2021). Free to spend? Institutional autonomy and expenditures on executive compensation, faculty salaries, and research activities. Research in Higher Education. doi: 10.1007/s11162-021-09642-y.

Odle, T.K., Lee, J.C., & Gentile, S.P. (2021). Do promise programs reduce student loans? Evidence from Tennessee Promise. The Journal of Higher Education, 92(6), 847-876. doi: 10.1080/00221546.2021.1888674.

Odle, T.K., & Monday, A. (2021). Spending more or spending less? Institutional expenditures and staffing in the free-college era. AERA Open, 7(1), 1-21. doi: 10.1177/23328584211034491.

Revise & Resubmit

Odle, T.K., Bae, J., & Gonzalez Canche, M.S. The effect of the Uniform Bar Examination on admissions, diversity, affordability, and employment prospects across law schools in the United States. Educational Evaluation and Policy Analysis.

Odle, T.K., & Edgerton, A.K. No pay? No way! Declining teacher preparation enrollment. Educational Researcher.

Under Review

Freeman, J.A., Gottfried, M.A., & Odle, T.K. Can student and school factors explain gender differences in STEM-career coursetaking?

Gottfried, M. A., Freeman, J. A., Odle, T. K., Plasman, J. S., Klasik, D., & Dougherty. S. Does the share of STEMM career-focused coursework align with college-going and college employment?

Odle, T. K., & Nathenson, R. Geographic and community influences on college savings: Evidence from the universe of Pennsylvania 529 account holders.

Odle, T. K., & Russell, L. C. Giving credit where credit is due: Causal impacts of reverse transfer associate degrees on education and labor market outcomes.

Book Chapters

Delaney, J.A., & Odle, T.K. (under contract). Direct admissions: Proactively pushing students into college. In O.A. Poon, & M.N. Bastedo (Eds.), Research-informed practices in admissions. Harvard Education Press.