Taylor Odle
Assistant Professor
211 Education Building
1000 Bascom Mall
Madison, Wisconsin 53706
Download CV https://www.taylorodle.com/
Taylor Odle is Assistant Professor of Educational Policy Studies at the University of Wisconsin-Madison. He is also a faculty affiliate with the Institute for Research on Poverty and the Interdisciplinary Training Program in Education Sciences. His work leverages quantitative methods and data science techniques to study issues concerning the economics of education and education policy with a specific focus on college access and success. Taylor’s work includes field experiments with national partners and quasi-experimental evaluations of existing policies to study “what works” in states, systems, and institutions for improving students’ transitions to and through college. This work has been funded by the American Educational Research Association/National Science Foundation, Joyce Foundation, and Spencer Foundation and featured in The Hill, The Washington Post, Forbes, The Chronicle of Higher Education, and Inside Higher Education.
Before earning his PhD, Taylor led fiscal policy and research activities for the Tennessee Higher Education Commission and worked with MDRC, the National Student Clearinghouse, the College Board, and the U.S. Senate Committee on Health, Education, Labor and Pensions.
Education
- PhD Higher Education, University of Pennsylvania Graduate School of Education, 2022
- AM Statistics, The Wharton School, University of Pennsylvania, 2020
- MEd Higher Education, Peabody College, Vanderbilt University, 2016
- BA College Scholars: Organizational Behavior, University of Tennessee-Knoxville, 2014
Select Publications
- Gottfried, M. A., Freeman, J. A., Odle, T., Plasman, J. S., Klasik, D., & Dougherty, S. (2023). Does high school STEMM career coursework align with college employment?. Teachers College Record
- Odle, T., & Russell, L. (2023). The impact of reverse transfer associate degrees on education and labor market outcomes. Journal of Policy Analysis and Management.
- Odle, T., (2022). Free to spend? Institutional autonomy and expenditures on executive compensation, faculty salaries, and research activities. Research in Higher Education, 63(1), 1-32. Doi.
- Odle, T., Bae, J., & Gonzalez Canche, M. S. (2022). 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.
- Gurantz, O., & Odle, T. (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.
- Odle, T., & Delaney, J. A. (2022). You are admitted! Early evidence on enrollment from Idaho's direct admissions system. Research in Higher Education, 63, 899-932.
- Odle, T., 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.
- Odle, T., & Monday, A. (2021). Spending more or spending less? Institutional expenditures and staffing in the free-college era. AERA Open, 7(1), 1-21.
Select Awards and Honors
- Outstanding Dissertation Award, American Educational Research Association, Division J, 2023
- National Science Foundation Dissertation Grant, American Educational Research Association (AERA), (2021-2022)
- Institute of Education Sciences Predoctoral Fellowship, University of Pennsylvania, (2020–2022)
- Fellow, Society for Research on Educational Effectiveness, 2020
- Penn Prize for Excellence in Teaching by Graduate Students, University of Pennsylvania, 2020