College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

David Quinn

  • Rodney S. Wallace Associate Professor for the Advancement of Teaching and Learning

David Quinn

Areas of interest

Educational inequality by race and class
Teachers’ racial attitudes and biases
"Achievement gap" discourse effects
Framing effects on support for racial equity in education policy
Seasonal learning patterns

Degrees

Ed.D., Harvard Graduate School of Education—Education Policy, Leadership, and Instructional Practice
Ed.M., Harvard Graduate School of Education—Education Policy and Management
M.Ed., University of Nevada-Las Vegas—Curriculum and Instruction
B.S., Boston University—Film and Television

Biography

Profile

David M. Quinn is Rodney S. Wallace Associate Professor for the Advancement of Teaching and Learning in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.  His research focuses on measuring, explaining, and ending educational inequality by race, ethnicity, and class.  In particular, his interests include students’ seasonal learning patterns, teachers’ racial attitudes, and the effects of issue frames related to educational inequity.  Previously, he taught third and fourth grade in North Las Vegas, NV and served as a program director for Teach For America - Las Vegas Valley.

Publications

Quinn, D. M., & Desruisseaux, T. (2022). Replicating and Extending Effects of "Achievement Gap" Discourse. Educational Researcher, 51, 496-499.   

 Quinn, D. M., & Ho, A. D. (2021). Ordinal Approaches to Decomposing Between-group Test Score Disparities. Journal of Educational and Behavioral Statistics, 46, 466-500.

 Quinn, D. M. (2020). Experimental Evidence on Teachers' Racial Bias in Student Evaluation: The Role of Grading Scales. Educational Evaluation and Policy Analysis, 42, 375-392.  

 Quinn, D. M. (2020). Experimental Effects of ‘Achievement Gap’ News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization. Educational Researcher, 49, 482-492.

 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, 49, 566-578.

 Quinn, D. M., Desruisseaux, T., & Nkansah-Amankra, A. (2019). Achievement Gap Language Affects Teachers’ Issue Prioritization. Educational Researcher, 48(7), 484-487.

 Downey, D. B., Quinn, D. M., & Alcaraz, M. (2019). Do Schools Serving Mostly White and High-SES Children Produce the Most Learning? Sociology of Education, 92(4), 386-403.   

 Quinn, D. M. (2017). Racial Attitudes of PreK-12 and Postsecondary Educators: Descriptive Evidence from Nationally-representative Data. Educational Researcher, 46, 397-411.

 Quinn, D. M., & Kim, J. S. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence from a Literacy Intervention. American Educational Research Journal, 54, 1187-1220.

 Quinn, D. M., Cooc, N., McIntyre, J., & Gomez, C. J. (2016). Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/ethnicity: Updating and Extending Past Research with New National Data. Educational Researcher, 45(8), 443-453.