Lucrecia Santibañez
Lucrecia Santibanez
UCLA GSE&IS - Education
BOX 951521, Moore Hall 3331
Los Angeles, CA 90095-1521

Lucrecia Santibañez

Associate Professor

Education

Ph.D., Education, Stanford University (specialization in Economics of Education and International and Comparative Education)

M.A., Economics, Stanford University

M.A., Latin American Studies, Stanford University

B.S., Economics, Tecnológico de Monterrey. Monterrey, Mexico

Teaching & Research Interests

  • Educational equity, quality, and access for low-income and linguistic minority students in the United States and Mexico
  • Impact of restrictive language policies on bilingual teacher supply and preparation
  • Teacher preparation and support for teachers of English Learners
  • Policies to improve teaching and schooling in developing countries, particularly Latin America and Southeast Asia
  • Quantitative research methods for educational analysis

Professor Santibañez’s current projects include: Risks and rewards of mobility for vulnerable students in California (funded by IES and NSF Grants), issues around access in dual-language immersion program expansion,  changes in bilingual teacher composition, and absenteeism and engagement among English Learner populations.

Select Publications

Lopez, F. and Santibañez, L. (2018). Teacher Preparation for Emergent Bilingual Students: Implications of Evidence for Policy. Educational Policy Analysis and Archives. 26 (36).

Martorell, P., Miller T., Santibañez, L. and Augustine, C. (2016) “Parent and Student Incentives to Boost Attendance of Disadvantaged Children: Evidence from a Summer Learning Program.” Economics of Education Review, 50, pp. 113-126

Santibañez, L. (2016) “The Indigenous Achievement Gap in Mexico: The Role of Teacher Policy under Intercultural Bilingual Education” International Journal of Educational Development, 47, pp. 63-75.

Santibañez, L. and Fagioli, L. (2016) “Nothing Succeeds Like Success? Equity, Student Outcomes, and Opportunity to Learn in High and Middle-Income Countries.” International Journal of Behavioral Development, 40(6), 517-525.

Santibañez, L., Abreu-Lastra, R. and O’ Donoghue J. L. (2014) “School-Based Management Effects: Resources or Governance Change? Evidence from Mexico.” Economics of Education Review, 39, pp. 97–109.

Guarino, C., Santibañez L. and Daley, G. (2006) “Teacher Recruitment and Retention: A Review of the Recent Empirical Literature.” Review of Educational Research, 76 (2), pp. 173-208.

Santibañez, L. (2006). “Why We Should Care if Teachers Get A’s: Teacher Test Scores and Student Achievement in Mexico.” Economics of Education Review, 25 (15), pp. 510-520.