NBER

Kalena Cortes

The Bush School
Texas A&M University
4220 TAMU
1049 Allen Building
College Station, TX 77843
Tel: 609/933-9415

E-Mail: EmailAddress: hidden: you can email any NBER-related person as first underscore last at nber dot org
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NBER Program Affiliations: ED
NBER Affiliation: Research Associate
Institutional Affiliations: Texas A&M University and IZA

NBER Working Papers and Publications

June 2019Publication, Compensation, and the Public Affairs Discount: Does Gender Play a Role?
with Lori L. Taylor, Travis C. Hearn: w26022
When Behavioral Barriers are Too High or Low – How Timing Matters for Parenting Interventions
with Hans D.U. Fricke, Susanna Loeb, David S. Song, Benjamin N. York: w25964
July 2018Too little or too much? Actionable Advice in an Early-Childhood Text Messaging Experiment
with Hans Fricke, Susanna Loeb, David S. Song: w24827
August 2016Match or Mismatch? Automatic Admissions and College Preferences of Low- and High-Income Students
with Jane Arnold Lincove: w22559
July 2015Apply Yourself: Racial and Ethnic Differences in College Application
with Sandra E. Black, Jane Arnold Lincove: w21368
December 2014Efficacy vs. Equity: What Happens When States Tinker with College Admissions in a Race-Blind Era?
with Sandra E. Black, Jane Arnold Lincove: w20804

Published: Efficacy Versus Equity: What Happens When States Tinker With College Admissions in a Race-Blind Era? Sandra E. Black, Kalena E. Cortes, Jane Arnold Lincove Educational Evaluation and Policy Analysis Vol 38, Issue 2, pp. 336 - 363 First Published June 1, 2016 https://doi.org/10.3102/0162373716629006

June 2014Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
with Joshua Goodman, Takako Nomi: w20211

Published: Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158. citation courtesy of

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